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THE
EDUCATIONAL
*
AND
journal of tije College of preceptors.
YOL. LXX.
From January to December , 1917.
LONDON :
FRANCIS HODGSON, 89 FARRINGDON STREET, E.C. 4.
1917.
INDEX.
ARTICLES, &c.
Adolescent Education, 92.
Advanced Courses, 141.
Art Teachers’ Guild, 140.
Baden-Powell, Gen. Sir R., on Wolf Cubs, 59.
Board of Education Circulars, 99, 100.
Cahill, Marion : “ L’Ing6nue,” 18.
Child Study Association* (“ Schemes or Souls?”),
145.
i
College of Preceptors
Examination of Foreign Teachers, 12.
General Meetings, 63, 135.
Meetings of Council, 12, 59, 99, 140.
Pass Lists : —
Teachers’ Diploma Examination.— Winter,
1916, 53.
Certificate Examination. — Christmas, 1916,
31 ; Colonial Class Lists, 55 ; Midsummer,
1917, 115 ; Colonial Class Lists, 150.
Professional Preliminary Examination. —
March, 1917, 54 ; September, 1917, 151.
Lower Forms Examination. — Christmas,
1916, 39 ; Colonial Class Lists, 58 ; Mid¬
summer, 1917, 121 ; Colonial Class Lists,
151.
Educational Reconstruction, 9.
Education Bill, The, 129.
Education in Japan (H. B. Watson), 49.
Education Overseas, 143.
Esperanto, 101.
Fisher, H. A. L. : Sursum Corda : to my Fellow-
Teachers, 61.
Fisher, H. A. L. : his debut (M. E. Sadler) , 146.
Graves, Alfred P., on the Revision of Spelling, 143.
Japan, Education in (H. B. Watson), 49.
Latin Lesson, A (from “A Diversity of Creatures,”
by Kipling), 97.
Leading Articles: —
Beginnings of a Profession, The, 45.
Mr. Fisher’s Bill, 129.
Next Step, The, 5.
Secondary-school Examinations Council, 85.
L’lngOiue (Marion Cahill), 18.
Mr. Fisher’s Debut (M. E. Sadler), 146.
Notes, 6, 46, 87, 131.
Overseas Notes, 143.
Programme of Education Reform, A, 15.
Recent Events, 91, 135.
Reconstruction Committee, The, and Education, 9.
Revision of Spelling, The (Alfred P. Graves, M.A.),
143.
Sadler, M. E„ on Mr. Fisher’s debut, 146.
Schemes or Souls ? 145.
Simplified Spelling, 62.
Sursum Corda : to my Fellow-Teachers ( H. A. L.
Fisher) , 61.
Uplands Association, The, 68.
Watson, H. A., on Education in Japan, 49.
Wolf Cubs (Gen. Sir R. Baden-Powell), 59.
Workers’ Educational Association’s Recommenda¬
tions to the Reconstruction Committee, 9.
REVIEWS.
Adams’s Student’s Guide, 154.
Arlington’s Shrewsbury Fables, 72.
Badley’s Education after the War, 106.
Beresford and Richmond’s W. E. Ford : a Bio¬
graphy, 156.
Bird of Life, The, by Gertrude Vaughan, 106. ^
Breaking the Spell : an Appeal to Common Sense,
106.
Burnet’s Higher Education and the War, 104.
Burt’s Distribution and Relations of Educational
Abilities, 153.
Byerly’s Generalized Co-ordinates, 71.
Camp School, The, by Margaret Macmillan, 154.
Cambridge History of English Literature, 70.
Canterbury Leaflets for Parents, 104.
Chapman and Rush’s Scientific Measurement of
Classroom Products, 105.
Chart of the Natural Progression and Co-relation in
School Subjects, by Isabel White, 20.
Complete Schoolmarm, The, by Helen Hamilton,
104.
Days of Alkibiades, by C. E. Robinson, 71.
Defence of Classical Education, by R. W. Living¬
stone, 20.
De Howe’s German and English Education, 69.
Distribution and Relations of Educational Abilities,
by Cyril Burt, 153.
Education after the War, by J. H. Badley, 106.
English Pronouncing Dictionai’y (Phonetic), by
Daniel Jones, 71.
Fisher’s Self-reliance, 105.
Ford, W. E. : a Biography, by J. D. Beresford and
Kenneth Richmond, 156.
Game’s Teaching High School Latin, 71.
Generalized Co-ordinates, by W. E. Byerly,71.
German and English Education, by Fr. de Hovre,
69.
God saw that it was Good, by Mrs. House, 104.
Hamilton’s Complete Schoolmarm, 104.
Harman’s Staying the Plague, 105.
Hayward’s Professionalism and Originality, 70.
Higher Education and the War, by John Burnet,
104.
Hindu Mind Training, by an Anglo-Saxon Mother,
69.
House’s God saw that it was Good, 104.
J ones’s English Pronouncing Dictionary on Phonetic
Principles, 71.
Livingstone’s Defence of Classical Education, 20.
Loom of Youth, by Alec Waugh, 153.
McKenna’s Sonia : Between Two Worlds, 156.
Macmillan’s Camp School, 154.
Mercer’s Principles of Rational Education, 153.
Morris’s Nation’s Health, 72.
Mumford’s Religious Difficulties of Children, 156.
Nation’s Health, The, by Sir Malcolm Morris, 72.
Old Grammar Schools, The, by Foster Watson, 71.
Organization of Thought, by A. N. Whitehead, 152.
Pearson’s Shantiniketan, 105.
Physical Education in relation to School Life, by
Reginald E. Roper, 106.
Principles of Rational Education, by Charles A.
Mercier, 153.
Professionalism and Originality, by F. H. Hayward,
70.
Report of a Girls’ Conference on Education, 106.
Religious Difficulties of Children, by E. E. Read
Mumford, 156.
Robinson’s Days of Alkibiades, 71.
Roper’s Physical Education, 106.
Science and Education (Lectures), 71.
Scientific Measurement of Classroom Products, by
Chapman and Rush, 105.
Self-reliance, by Dorothy Canfield Fisher, 105.
Shantiniketan, by W. W. Pearson, 105.
Shrewsbury Fables, by Cyril Arlington, 72.
Sonia: Between Two Worlds, by Stephen McKenna,
156.
Staying the Plague, by N. B. Harman, 105.
Student’s Guide, by John Adams, 154.
Teaching High School Latin, by Josiah B. Game, 71.
Vaughan’s Bird of Life, 106.
Watson’s Old Grammar Schools, 71.
Waugh’s Loom of Youth, 153.
Wells’s God the Invisible King, 154.
White’s Chart of the National Progression and
Co-relation in School Subjects, 20.
Whitehead’s Organization of Thought, 152.
General Notices.
Alexander’s Earliest Voyages round the World, 75.
Allbutt’s Science in the School, 76.
Allmann’s Easy Games for the l'inies, 24.
Appleton’s Perse Latin Plays, 108.
“ Archippus’ ” Call to Baptismal Reform, 22.
Ai'mitage and Dawe’s Chemistry, 24.
Baker’s Shakespeare Dictionary, 74.
Barrow’s Geometrical Lectures (Child), 76.
Bartholomew’s Advanced Atlas, 160.
Bell’s Algebra, 76.
Betts and Watts’s Next War, 77.
Bevan’s History and Development of Philosophy,
22.
Bevan’s Towns of Roman Britain, 75.
Beazley’s Notebook of Medieval History, 158.
Birkhead’s French Revolution, 109.
Black’s New Hudson Shakespeare, 22.
Black’s First German Book (Althaus), 74.
Blakeney’s Poetry for Recitation, 74.
Borchardt’s Revision Papers in Arithmetic, 76.
Brackenbury’s French Exercises, 108.
Bradshaw’s High School Cookery Book, 76.
Breasted’s Ancient Times, 23.
Breslich’s Second-year Mathematics, 76.
Brockington’s Military Education, 24.
Brunt’s Combinations of Observations, 160.
Bryant’s Public School System, 156.
Bucknall’s Be a Man ! 76.
Burns’s Greek Ideals, 108.
Byron’s Peek -a- Boos in War Time, 25.
Oajori’s William Oughtred, Mathematician, 76.
Campbell’s Spiritual Pilgrimage, 22.
Cashmore’s Fermat’s Last Theorem, 160.
Chamerlain’s Oceana, 109.
Charles’s. Year of Adventure, 160.
Ohaundler’s Magic Kiss, 24.
Chaundler and Wood’s Beautiful Legends, 25.
INDEX.
in
Cicero’s Letters (Poteat) , 108.
Classen’s Lectures on Style and Composition, 158.
Coleridge’s Poems (Gibbs), 22.
Collins’s Stories in Verse, 109.
Conradi and Thomas’s Farm Spies, 76.
Conway and Walters’s Deigma : a First Greek
Book, 22.
Cook’s Lord Kitchener, 28.
Copping’s Les Quatre Evangiles et les Act.es des
Apotres, 73.
Corbin’s Marvels of Scientific Invention, 24.
Cowper’s Hill of Broom, 160.
Cowper’s Three Sailor Girls, 24.
Crafer’s Books of Ezra and Nehemiah, 75.
Craigie’s Pronunciation of English, 109.
Crossley’s Style and Composition, 22.
Cule’s Baker Secundus, 160.
Darbishire’s Introduction to Biology, 76.
Davis’s Japan, 75.
De Banville’s Gringoire (Wilson-Green), 73.
De Croze and Ferrari’s Folk Songs of France, 108.
De Foe’s Robinson Crusoe (Trench), 24.
De Musset’s Quatre Comedies (Weeks), 74.
Diaries and Yearbooks, 25.
Dickson’s Nursery Geography, 25.
Eliot’s Romola (Wheeler), 22.
Euripides' Rhesus (Porter), 22.
Fawdrey’s Dynamics, 23.
Fitch and Smith’s British Flora, 24.
Fontaine’s En France, 108.
Forbes’s Third Russian Book, 109.
Fortescue’s Three Pearls, 24.
Fowler’s English Prose for Repetition, 109.
Francis and Thomas’s Jataka Tales, 109.
Freeman and Lowe’s Greek Reader for Schools, 73.
Fuentes and Francois’ Practical Spanish Gram¬
mar, 74.
Gibbs’s Coleridge, 22.
Gillespie’s Latin Lists and Notes, 108.
Giordani’s German Colonial Empire (Hamilton), 75.
Glover’s Jesus of History, 75.
Goldsmith’s Deserted Village, &c. (Pound), 22.
Gray's Elegy (Pound) , 22.
Gray and Turner’s Eclipse or Empire ? 24.
Gregory’s Australia, 75.
Griffith and Petrie’s Heat and Light, 24.
Hadow’s Sir Walter Raleigh, 158.
Hanshew’s Book of Best Stories, 160.
Harrap’s Shorter French Texts (G6rard), 74.
Hart’s Student’s Catholic Doctrine, 75.
Hartley and Lewis’s Children of the Empire, 75.
Hickman’s Soft Toys, and How to Make them, 76.
Hogan’s Government of the United Kingdom, 75.
Holmes’s Caesar in Britain, 73.
Hoover’s Salesmanship, 77.
Howes’s Cradle Ship, 24.
Hugo’s Hernani (Finch and Gardiner), 158.
Hundred Russian Verbs, 109.
Jarvis’s Handwriting, 77.
Jeudwine’s Manufacture of Historical Material, 23.
Johnson’s Life of Pope (Weekes), 109.
Keatinge’s Studies in Education, 22.
Kingsley’s Water Babies, 24.
King-Harman’s British Boys’ Training and Pro¬
spects, 157.
Kirkpatrick’s This Realm, this England ! 75.
Leadbeater’s Outline of Theosophy, 77.
Leo’s Astrology, 24.
Livy (Peskett), 108.
Longmans’ Explicit Arithmetic for Girls, 23.
Longmans’ Latin Course (Lang), 108.
Louis’s Marguerite et ses Amis, 108.
Macfarlane’s Ten British Mathematicians, 23.
Mackenzie’s Lord Kitchener, 158.
Mackenzie’s Wonder Tales, 160.
Malim’s Njal and Gunnar, 74.
Mallik’s Optical Theories, 160.
Martin, Ryle, and Wimm’s Message, Messenger,
and Method, 157.
Mason’s Hundred Chemical Problems, 76.
Matheson’s Education To-day and To-morrow, 156.
Mellor and Pearson’s Housecraft Arithmetic, 76.
Moore’s Graduated French Dictation, 158.
Newbolt’s Book of the Happy Warrior, 160.
Newbolt’s Tales of the Great War, 25.
Niemeyer’s Stories for the History Hour, 158.
Oates’s Dictionary of Commerce, 74.
O’Grady’s English Dictations for Homework, 74.
O’Malley’s Senegal, Behar, &c., 158.
Oxford Russian Plain Texts, 109.
Oxford University Handbook, 76.
Padwick’s Mackay of the Great Lake, 160.
Paget’s 1 Sometimes Think, 77.
Palmer’s English Phonetics, 74.
Parrott’s Why Britain went to War, 74.
Pellatt’s Public Education and the War, 156.
Pendlebury’s Revision Papers in Arithmetic, 160.
Philips’s Nature Study Lessons, 76.
Platt’s Stories of the Scottish Border, 158.
Readman’s French Words and Phrases, 73.
Reed’s Boycotted, and other Stories, 160.
Robert of Chester’s Algebra of A1 - Khowarizmi ;
(Kaspinski), 24.
Robeson’s Precis Writing, 74.
Robinson’s (C. E.), Days of Alkibiades, 23.
Robinson’s (H. W.), Cross of Job, 75.
Robinson’s ( J. H.) Medieval and Modern Times, 23.
Ruskin’s King of the Golden River, 24.
Salt’s Flogging Craze, 23.
Sedgefield’s Old English Accidence, 157.
Segar’s Minor Poems of the Middle Ages, 74.
Shakespeare’s Cymbeline (Lobban), 74.
Siepmann’s French for Rapid Reading, 73.
Smirnoff’s Russian, 74.
Smith’s Chemistry for Colleges, 76.
Spink’s French Plays for Children, 158.
Stars at a Glance, 109.
Stefansson’s Denmark, Sweden, &c., 23.
Stevenson’s Child’s Bookshelf, 157.
Strang’s Blue Book of the War, 24.
Strang’s Burton of the Flying Corps, 25.
Strang’s Empire in Arms, 77.
Strang’s Frank Forrester, 24.
Strang’s Old Man of the Mountain, 25.
Strang’s Through the Enemy Lines, 25.
Stroebe's Deutsche Anekdoten fur die Schule, 108.
Supple’s South American History, 109.
Swanson’s Needlecraft, 76.
Talbot’s Inventions and Discoveries, 25.
Temperley’s History of Serbia, 109.
Theedham’s Carte de Grammaire, 23.
Thomas’s Flower Garden, 77.
Thomson’s Animal Life, 76.
Townsend and Franklin’s History’s Background
160.
Trofimov’s Elementary Russian Reader, 109.
Tucker and Wallace’s English Grammar, 74.
Turner’s Aircraft of To-day, 25.
Turral’s Pages of Britain’s Story, 158.
Underwood’s Russian Grammar, 74.
Waight’s God wine, 157.
Walters’s Health Control, 24.
Walters and Conway’s Deigma, 22.
Warren’s Table Book, 23.
Weatherhead’s Latin Course, 158.
Weekley’s Surnames, 77.
Whipple’s Winning the Prize, 160.
White’s Practical Civics, 74.
Wickwar’s Dreams, 24.
Wilson and Jaccard’s French Composition, 74.
Wilson and Tracey’s Analytic Geometry, 76.
Winbolt’s Short Essays, 157.
Wood’s Stolen Grand Lama, 160.
Woolf’s Spanish Grammar, 108.
Wright and Rudd's Model Drawing, 77.
Young's Hunters and Trappers, 25.
Zip’s Scientific German Reader, 23.
Publications Received, 26, 77, 1C9, 161.
The Contributors
Prof. JOHN ADAMS.
Prof. ADAMSON.
HERBERT ANTCLIEFE.
P. B. BALLARD.
A. C. BENSON.
R. O. BOSWALL.
Mrs. BRYANT.
Miss S. A. BURSTALL.
Miss MARION CAHILL.
Miss CARTER.
R. F. CHARLES.
R. F. CHOLMELEY.
Miss CHOLMELEY.
G. H. CLARKE.
Miss M. CORNER.
Mrs. JANET COURTNEY.
Rev. A. A. DAVID, D.D.
Miss E. CHIVERS DAVIES.
Dr. E. A. S. DAWES.
F, R. G. DUCKWORTH.
Dr. A. EILOART.
A. A. ELDRIDGE.
Prof. J. J. FINDLAY.
G. F. FORSEY.
The Hon. Mrs. FRANKLIN.
Dr. GOODMAN.
A. J. GRAVER.
Miss C. C. GRAVESON.
HELEN HAMILTON.
J. BLAKE HAROLD.
Principal D. R. HARRIS.
to “ The Educational
H. G. HART.
JOHN HENDERSON.
Dr. GERALDINE HODGSON.
Mrs. STUART HORNER.
H. L. HUTTON.
Mrs. INGHAM.
Miss E. E. CONSTANCE JONES.
Dr. MacNAUGHTON-JONES.
M. W. KEATINGE.
SYDNEY H. KENWOOD.
Miss E. S. LEES.
J. W. LONGSDON.
Mrs. KEITH LUCAS.
W. J. LUCAS.
Prof. L. W. LYDE.
Miss C. C. LYON.
Hon. the Rev. Canon LYTTELTON.
Mrs. SMEDLEY MacLEAN.
NORMAN MacMUNN.
Sir PHILIP MAGNUS.
ALBERT MANSBRIDGE.
Miss NORAH MARCH.
Miss CONSTANCE I. MARKS.
STANLEY MAXWELL.
<
Miss C. L. MAYNARD.
Miss E. J. MORLEY.
Rev. R. S. MOXON.
Prof. A. F. MURISON.
Miss E. R. MURRAY.
Rev. CANON NAIRNE.
Miss E. J. NOTCUTT.
Times ” include : —
Prof. T. P. NUNN.
DANIEL H. OGLEY.
C. F. C. PADEL.
Dr. C. A. PARKER.
W. H. PICK.
Dr. ERIC PRITCHARD.
MARGARET PUNNETT.
Miss M. C. RAYNER.
Prof. W. RIPMAN.
FRANK ROSCOE.
MICHAEL E. SADLER.
Dr. C. W. SALEEBY.
H. S. SALT.
Mrs. M. C. SCOTT.
ALFRED SIDGWICK.
Dr. ARMITAGE-SMITH.
Prof. BOMPAS SMITH.
F. SMITH.
Miss KATE STEVENS.
Miss B. L. TEMPLETON.
C. EDGAR THOMAS.
J. S. THORNTON.
Dr JANE WALKER.
H. J. CRADOCK- WATSON.
Prof. FOSTER WATSON.
Dr. HELEN WEBB
Dr. JESSIE WHITE.
W. E. WHITEHOUSE.
Miss L. KEYSER YATES.
Miss ZIMMERN.
Miss D. M. ZIMMERN.
THE
Educational Times
AND
JOURNAL Of- THE COLLEGE OF PRECEPTORS
Vol.LXX No. 661
FEBRUARY 1, 1917
Published Quarterly. Price, to
Non-Members, 6d. ; by post, 7d.
Annual Subscription, 2s.
THE
COLLEGE OF PRECEPTORS.
Incorporated by Royal Charter.
BLOOMSBURY SQUARE, W.C.
GENERAL MEETING.
The Half-yearly General Meeting of
the Members of the Corporation will
be held at the College, Bloomsbury
Square, on Saturday, the 31st of
March, 1917, at 3.30 p.m.
LECTURES FOR TEACHERS.
A Course of Twelve Lectures on
“The Essentials of Educational Psy¬
chology,” by Professor John Adams,
will begin on Thursday, the 8th of
February.
The Course will be helpful to
teachers who are preparing for the
Diploma Examinations.
For Syllabus, see page 13.
EXAMINATIONS.
Diplomas. — The next Examination
of Teachers for the Diplomas of the College
will begin on the 31st of December, 1917.
The Summer Diploma Examination has
been discontinued.
Practical Examination for Certifi¬
cates of Ability to Teach. — The next
Practical Examination will be held in
February, 1917.
Certificate and Lower Forms Ex¬
aminations. — The Midsummer Examina¬
tions will begin on the 25th of June, 1917.
In and after June, 1917, Italian papers
will be set in the Senior and Junior Grades.
Professional Preliminary Examina¬
tions. — The next Examination will begin
on the 6th of March, 1917.
Commercial Examinations. — An Ex¬
amination for Certificates of Proficiency in
Commercial Subjects will be held in
December, 1917.
The Regulations for the above Examina¬
tions can be obtained on application to the
Secretary.
G. CHALMERS, Secretary.
THE ASSOCIATED BOARD
A oi thb R.A.M. ixd R.C.M.
JOR LOCAL EXAMINATIONS IN MUSIC.
Patron: HIS MAJESTY THE KING.
LOCAL CENTRE EXAMINATIONS (Syllabus A).
Examinations in Theory held in March and Novem¬
ber at all Centres. In Practical Subjects in March-
April at all Centres, and in the London District and
certain Provincial Centres in November-December
also. Entries for the March-April Examinations
close Wednesday, Eebruary 7th, 1917 (or, with extra
fee, February 15th).
SCHOOL EXAMINATIONS (Syllabus B).
Held throughout the British Isles three times a
year, viz., March-April, June-July, and October-
November. Entries for the March-April Examina¬
tions close Wednesday, January 31st, 1917 (or, with
extra fee, February 8th).
Specimen Theory Papers set in past years (Local
Centre or School) can be obtained on application.
Price 3d. per set, per year, post free.
The Board offers annually SIX EXHIBITIONS,
tenableattheR.A.M.or R.C.M. for two or three years.
Syllabuses A and B, the Syllabus in Ear Training
and Sight Singing, entry forms and any further
information will be sent post free on application to—
JAMES MUIR, Secretary,
15 Bedford Square, London, W.C.
Telegrams : “ Associa. London.”
LONDON UNIVERSITY
EXAMINATIONS.
AT THE B. A. EXAMINATION, 1916,
ONE HALF
OF THB
PLACES IN HONOURS
WERE GAINED BT
Students
Including 5 of the 10 places
in
FIRST CLASS HONOURS.
dfree (Butoes
TO
MATRICULATION, INTER. ARTS.
INTER. SCIENCE, B.A., B.Sc.,
Post free to Private Students, from— Tub Sbc.,
mnlversttg Correspondence College,
No. IS, Burlington House, Cambridge
London college of music.
(Incorporated.)
Great Marlborough Strbet, London, W.
Patron : His Grace the Duke of Leeds.
Dr. F. J. Karn, Mus.Bac. Cantab., Principal.
G. Augustus Holmes, Esq., Dir, Exam*.
EXAMINATIONS, LOCAL AND HlGHBR.
The NEXT EXAMINATION for Certificates its
PIANOFORTE, ORGAN, VIOLIN, SINGING,
ELOCUTION, THEORY, Ac., will be held in
London and over 450 Local Centres in April.
Last day of Entry, March 15th.
The Higher Examinations for the Diplomas of
Associate (A.L.C.M.) and Licentiate (L.L.C.M.) are-
held in April, July, and December ; and for the
Diplomas of Associate in Music (A.Mus.L.C.M.),
Licentiate in Music (L.Mus.L.C.M.), the Teachers'
Diploma and Fellowship in July and December.
New Local Centres maybe formed, also School
Centres. The Secretary will supply all particulars.
Attention is directed to the Regulations regarding
awards in Medals and Book Prizes.
SYLLABUS, with Annual Report and Forms of
Entry, may be had of the Secretary.
In the Educational Department Btudents are
received and thoroughly trained under the best
Professors at moderate fees.
Lessons in Pianoforte, Violin, Singing, Elocution,
Harmony and Counterpoint ; Modern 3-manual
Organ ; Courses of Training for Teachers.
A. GAMBIER HOLMES, Secretary.
NIVERSITY OF ST. ANDREWS.
L.L.A. DIPLOMA FOR WOMEN,
The attention of Candidates is drawn to th«
Ordinary and Honours Diplomas for Teaehtr*,
which are strongly recommended as suitable for
those who are or intend to be teachers.
Examinations are held at Aberdeen, Birmingham,
Blackburn, Brighton, Bristol, Cardiff, Croydon.
Devonport, Edinburgh, Glasgow, Hull, Inyernes*,
Leeds, Liverpool, London, Manchester, Newca*tle-
on-Tyne, Norwich, Nottingham, Oxford, St. An¬
drews, Sheffield, Swansea, and several other towns.
Information regarding the Examinations may¬
be obtained from the Secretary L.L.A. Scheme,
The University, St. Andrews.
WOLSEY
HALL,
OXFORD.
POSTAL TUITION
Foe London University
MATRIC., INTER., A FINAL
B.Sc., B.So. (Econ.), B.D.,
FREE GUIDE
on application to
THE SECRETARY.
2
THE EDUCATIONAL TIMES.
[Feb. 1, 1917.
BIRKBECK COLLEGE
Breams Buildings, Chancery Lane, E.C.
UNIVERSITY OF LONDON.
COURSES OF STUDY (DAY AND EVENING)
FOR DEGREES IN
ARTS, SCIENCE, ECONOMICS, LAWS,
under Recognized Teachers of the University.
ARTS.— Latin, Greek, English, French, German.
Italian, History, Geography, Logic, Economies,
Mathematics (Pure and Applied).
8CIENCE, — Chemistry, Physics, Mathematics (Pure
and Applied), Botany, Zoology, Geology.
ErtningCourses for theDegrees in Economics and Laws .
POST GRADUATE AND RESEARCH WORK.
Sessional
Fees
Day : Arts, £10. 10s. ; Science, £17. 10s.
Evening : Arts, Science, or Economics.
£5. 5s.
MATRICULATION COURSES AND ACCOUNTANCY.
Prospectus post free. Calendar 3 d. (by post 5 d.).
Denmark hill physical
TRAINING COLLEGE AND SCHOOL
OF MASSAGE.
Open air Gymnaiium and Sports Ground attached.
Preparation for Public Examinations in Science,
Swedish Gymnastics. Massage Scholarships value
£40 and £20 offered annually.
Principal : Miss E. Spblman Stangbr, Member of
the Incorporated Society of Trained Masseuses,
Sunray Avenue, Herne Hill, S.E.
CHERWELL HALL, OXFORD.
An Emergency Secondary Training Course has
been arranged for women over eighteen years of age,
to meet the great need for Form Mistresses in
Secondary Schools. Entrance qualification, a good
general education. The Course may be completed
after the War and a Diploma obtained.
Fees for residence and tuition from £23. For
particulars apply to the Principal. Shortened
Courses during the War for University Graduates.
Teachers Registration Council
Representative of the Teaching Profession
(Constituted by Order of Council, Feb. 29, 1912.)
In accordance with the above-mentioned
Order a
REGISTER OF TEACHERS
is now maintained hy the Council.
For Information apply to —
The SECRETARY,
Teachers’ Registration Council,
47 BEDFORD SQUARE,
London, W.C.
Maria grey training
COLLEGE for WOMEN TEACHERS in
HIGH, SECONDARY, and PREPARATORY
SCHOOLS.
In connexion with the London University and
recognized by the Cambridge Teachers’ Training
Syndicate.
Principal: Miss Katharine L. Johnston, B.A.
London, M.A. Sheffield, Girton College, Moral
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Feb. 1, 1917.]
THE EDUCATIONAL TIMES.
5
C O N T
Page
Leader : The Next tep . 6
Notes . 6
Mr. Fisher— Mr. A. L. Smith and the W.E. A. —Reading Aloud—
A Criticism— Sex-knowledge— Wolf Cubs— The Science Syllabus
A Moutessori Course — Salaries— Simplified Spelling— M ilitary
Secrets — Emergency War Work — Boys or Subjects — “Stoop to
Conquer.”
Educational Reconstruction . 9
The College of Preceptors —
Meetings of the Council . 12
Examinations of Foreign Teachers for Certificates of
Proficiency in English . 12
Lectures for Teachers — Syllabus . 13
{The Bbucational {Times.
Until further notice, “The Educational Times”
will be issued four times a year: on
the 1st of February, May, August, and
November. The next issue will appear
on May 1st.
Communications intended for the Editor should be
addressed to Ulverscroft, High Wycombe.
THE NEXT STEP.
The New Year comes in with thoughts and hopes of
peace. Yet Germany’s attitude is so extravagantly de¬
fiant that, at the time of writing, no immediate peace
seems possible. More and more, as month is added to
month, does the War dominate our life : it seems as if
nothing mattered except the prosecution of the War.
But the emotions that have been stirred find outlets in
many ways. We are shaken cruelly from our habits of
security and self-sufficiency. We are bound to ask our¬
selves whether the coming generation is to suffer as we
have suffered, and what steps can he taken to prevent
such a calamity. With almost complete unanimity the
nation looks to education, to a reformed and enlarged sys¬
tem of national education, to bring out and make effective
the spirit of justice and tolerance, of freedom and sym¬
pathy. To an increasing extent the education of schools,
institutes, colleges, and Universities is becoming a matter
of national importance. The education of the home and
the workshop, seventy years ago of dominating influence,
has now become a lessening factor ; though it is true that
the education of the home plays a most important part
in the life of the future citizen, and it is an influence, for
good or ill, that has a lasting effect. It is true that school
education may be rendered less effective when it is un¬
supported by home training. Educational reformers do
not forget this fact ; but it is less easy to interfere by
legislation or to influence the home life of the children.
As things are at present, all that is claimed is that the
ENTS.
Page
A Programme of Educational Reform . 15
L’Ingenue. By Marion Cahill . 18
Reviews . 20
A Defence of Classical Education t (Livingstone) —Chart of the
Natural Progression and Co-relation in School Subjects from the
Child’s Point of View (Wallis), &c., &c.
Overseas . 21
General Notices . , . 22
Publications Received . 26
Class Lists of Candidates who have passed the Christmas
Certificate and Lower Forms Examinations of the
College of Preceptors . 31
State should begin to influence the children at as early an
age as possible.
Committees have sat and are sitting ; reports have been
published ; discussion has been aroused. And now Mr.
Fisher has left the University of Sheffield in order to
undertake the grave task of sifting reports, eliciting
opinion, and planning a scheme. Mr. Fisher’s appoint¬
ment as President of the Board of Education is the mos
hopeful sign of success. For the first time in the history
of the Board, education in England is to be governed, not
by a politician in training for a more important post, but
by a man who stands outside party politics, an experienced
educationist, a man of ideas and imagination, who has
accepted this work because he is qualified for it, and not
merely because he is a member of a political party for
whom a post must be found. In welcoming Mr. Fisher’s
appointment, we do not forget the dangers of government
by the class of persons known as experts. As a rule, the
expert is better employed in advising than in governing
His experience has, as a rule, been deep rather than wide.
This is especially true of schoolmasters. Fight against it
as they will, and a few have done so with admirable suc¬
cess, it remains true for most of us that the essential con¬
ditions of our life and work concentrate our experience
within a narrow limit, and cut us off from that wide
knowledge of and sympathy with life in all its aspects
that are necessary for the wise and successful adminis¬
trator. There is an inevitable tendency in human nature,
on the part of the pupil to imitate, on the part of the
teacher to seek the reproduction of self. Teachers are
teachers, and their “ best ” pupils are those who approxi¬
mate most nearly to the teaching ideal, who will make the
best teachers. But Mr. Fisher is a man of wide ex¬
perience and sincere judgment. He will escape this
pitfall.
Our pages in this issue are largely filled with some of
the proposals that Dr. Fisher is now called upon to con¬
sider. They are important, and will repay careful study.
In some detail or other, every proposal put forward is
open to criticism. All bodies of persons, however wide
their aims, are primarily concerned with the section of
the population that each represents. But each is striving
for the general good ; it is only by getting a number of
6
THE EDUCATIONAL TIMES.
[Feb. 1, 1917.
points of view that the President can effectively advise
Parliament as to the nation’s wishes. The Education
Reform Council, founded at a conference called by
the Teachers’ Guild, has put forward some very wise
suggestions. Prom the statement of their general aim
we quote the following : “ To admit all to the quest for
goodness, truth, and beauty."’ The importance of this,
among the other aims of education, is only just beginning
to be realized, and requires frequent iteration. The aim
may be felt to be vague and difficult to carry out, but it
is the one thing that really matters ; it is religion, and
life without religion is aimless and valueless.
Another suggestion is the revival of the proposal that
the country should be divided into educational provinces,
each with its University. The practical difficulty here is
to decide the provincial limits of London, Oxford, and
Cambridge.- Perhaps a more feasible plan would be to
encourage migration from one University to another
during the undergraduate course. In this way alone
could the Universities be equalized in opportunity
without being ground down to a uniform level by the
interference of the State.
“ Worthy private effort in education should be encour¬
aged,” is another extract from this report with which we
have full sympathy. The suggestion is not, it may be
noted, that existing private schools should be recognized
and grudgingly admitted to take a place in the State
system, because they happen to be there, and hardship
would ensue otherwise ; but the word “ encouraged ” is
used. We must retain, and all evidence points to a
recognition of the fact, our private schools, and they
must be encouraged to work in complete harmony with
the State system as an integral part of it and not as
a tolerated excrescence. It is the private school that
will prevent the State school from reaching a condition
of death-in-life as a result of over-organization.
We are all agreed nowadays on the need for continua¬
tion education in some form up to the age of seventeen
for all who leave a full-time school before that age. The
Reform Council has put its finger on the weak spot
in existing continuation schools, and has consequently
indicated the remedy : “ The continuation school must
be really a school with a corporate life of its own.”
In the section dealing with the Training of Character
there is a reference to foolish indulgence at home, “ show-
mg itself in a sentimental resentment at even proper
discipline. Here again the Reform Council has indi¬
cated a very general weakness in the national economy.
The absence of discipline in home life, followed by the
lessening of discipline in school life, caused by a reaction
against the repressive policy of a previous generation, and
from a fear lest discipline may retard or deform the
growth of personality, is an existing phenomenon full of
danger. there can be no sound growth without disci¬
pline ; schools have now before them a harder task than
has ever been previously proposed. They have" to devise
and carry out unswervingly a system of discipline that
will help, and not olieck, the beneficial activities of the
growing personality. Adults know the need of self-disci¬
pline, of the discipline that comes from living with others
— the home, the school, the office, the street. Children
must be helped betimes to train themselves to the same
discipline. The want of it is apparent everywhere to-day.
The Workers’ Educational Association represents a very
large portion of the people, and a section that until lately
has been almost mute in its demands. The recommenda¬
tions therefore claim close attention. In the covering
letter, signed by the Secretary, there is the same appeal
to deep underlying principles that was noted in the sug¬
gestions of the Reform Council. “In the opinion of the
Association,” we read, “ the ideal underlying educational
reform, in whatever direction it is undertaken, must be
essentially humane, ami, in the broadest sense of the
word, spiritual, and no improvements in legislation or
administrative machinery can hope to achieve success
unless those who are responsible for their working bear
this fact constantly in mind.” And, again, the proposals
“ have been conceived in the hope and desire that they
may serve to set free the spiritual forces which the War
has so strikingly brought to light in every section of the
people, nowhere more than among the working class.”
As far as concerns administration, the Association recom¬
mends that education, in all its stages, should be free,
that full-time attendance should be compulsory up to the
age of sixteen, and that nursery schools for children
between the ages of two and six should be established in
all areas.
The next step forward in education means a great
change in legislation and administration : larger grants,
smaller classes, higher salaries, the abolition of fees, the
extension of school age both upwards and downwards,
and fuller provision of educational opportunities. It
means also improved methods of teaching based on a
fuller understanding of the needs and powers of the
children. These two matters are important. More
important still is the spiritual revolution that is ap¬
proaching, the recognition of other values than com¬
mercial success, the determination to give every child, so
far as is possible, the fullest opportunities of developing
the powers of body, mind, and soul, and of learning the
spiritual significance of life.
NOTES
We may suppose that Mr. Fisher’s appointment as
President of the Board of Education is
Mr. Fisher. due to Mr. Lloyd George, who has in¬
troduced into Government offices the
principle of selecting a man because he is fit for his job.
For long past, the theory has prevailed that a capable
man can administer any department without previously
acquiring any special knowledge of, or training in, the
work of his department. The “expert” was distrusted;
and there were grounds for this distrust. But Mr. Fisher,
while possessing the training of the expert, will be able
Feb. 1, 1917.]
THE EDUCATIONAL TIMES.
7
to bring to his work the breadth of sympathy and know¬
ledge necessary to secure that the scheme of national
■education shall he based upon the vision of a man of
imagination. The next step is, that all educational
parties in the State should agree to work together for the
national good, should sink their special personal aims, and
be willing to sacrifice something of pi’estige or privilege
in order to secure a sound system. In the past we have
seen educational schemes, launched with high hopes,
come to nothing because of the narrow opposition of an
obstinate section.
The Master of Balliol, in his inaugural address to the
Mr A L S 'th Annual Conference of Educational
and the W.E.A. Associations, spoke with emphasis of the
importance of the scheme for educational
reconstruction put forward by the Workers’ Educational
Association. We print this scheme in another part of
this issue. Mr. Smith had himself been at the Conference
in which the principles advocated in this scheme were laid
down. He had himself visited many industrial centres in
order to find out how much support could be expected.
He thinks that there may be, in favour of the proposals,
some seven million voters, a number that may be doubled
in a short time. If this is so, and we think there are good
grounds for the belief, the reproach that we do not care
for education will be removed from the country. It has
been the custom in England for the Government to follow
rather than to lead. The justification for Government
inaction concerning education in the past was that there
has been no widespread demand for further educational
provision. With the influence of the Workers’ Educa¬
tional Association behind him, Mr. Fisher should have no
difficulty in getting the Government and Parliament to
grant the necessary funds for reconstruction.
In reference to a “ Note ” of ours in the last issue,
dealing with reading aloud as an ex-
Reading Aloud. amination subject, Prof. Rippmann
writes : “You regard reading aloud as
an unsuitable subject for examination for two reasons —
the cost and the difficulty of maintaining an even stand¬
ard. Where there is a compulsory oral test, in modern
foreign languages (as in the school examinations of the
University of London), there would be very little addi¬
tional eost if the examiner in French was competent
to deal with English also ; and the time needed for the
test would be appreciably shorter than in the case of
a foreign language. I agree that some care would be
required to secure a uniform standard — never an easy
matter in oral examinations ; but, as the essential thing
would be ‘ pass ’ or ‘ fail,’ with perhaps a second border
line for ‘ distinction,’ it should not be impossible to arrive
at an agreement among examiners. They might even
have some preliminary practice in estimating ‘ reading
aloud ’; a comparison of the marks they had respectively
assigned would soon give them all much the same ‘ feel¬
ing ’ as to standard.”
It was also stated — and there is a strong feeling behind
the statement — that teachers need not he
A Criticism. sorry that part of the work they are
daily doing should be excluded from ex¬
amination. In reference .to this Prof. Rippmann writes :
“ Where teachers in our secondary schools are daily doing
this work (viz. the cultivation of clear, intelligent, and
expressive reading aloud), I have always found that they
eagerly welcomed the suggestion of an oral test ; it is
rather the teachers (at present in the majority, I fear)
who do this work anything but daily that are reluctant
to have a test in reading aloud — a test which some would
fail to pass themselves. The compulsory test in oral
French and German has reacted very favourably on the
teaching, and there can be no doubt that a test in reading
aloud would have equally salutary effects. Posterity
will tell with a smile of our age when candidates were
severely mulcted in marks for failing to spell according
to an absurd ‘ orthography,’ while their speech might be
marred by faults innumerable without its ever being
brought to the notice of the examiners.”
At a meeting of the Civic and Moral Education League
the matter of teaching the functions of
Sex-knowledge, the body to children was discussed.
There is still great uncertainty in the
matter. One thing seems fairly certain, that quite young
children up to the age of ten or eleven can receive this
knowledge in perfect simplicity and innocence from
mothers sufficiently educated to give it; and it further
seems clear that in such cases the children are greatly
helped. But more information is wanted of the effect on
children generally of instruction in the laws of sex. The
Society of Education has appointed a Committee to deal
with the question. Some time ago this Committee ap¬
pealed to our readers for assistance. We are informed
that much useful information was received, and that the
Committee would welcome further replies. Copies of the
Committee’s Questionnaire may be obtained from the
Secretary of the Research Committee, Society of Educa¬
tion, 9 Brunswick Square, London, W.C.
The wonderful influence of the Boy Scouts’ organization
is now a commonplace ; and it is there-
Wolf Cubs. fore quite natural that the desire should
be felt to extend the influence downwards.
For some little time past there have been tentative efforts
at organizing a junior section of the Scouts. Now the
organization has been rendered complete by the publica¬
tion of a penny monthly magazine called the Wolf Chib,
and of a book written by Sir Robert Baden-Powell, en¬
titled “ The Wolf Cubs’ Handbook.” This is published
by C. A. Pearson at Is. 6d. net, and can be purchased
either through a bookseller or at headquarters. The ob¬
ject of the organization is to develop in the boys the
ambition to train themselves in character, handicrafts,
service for others, and physical health. The age of Wolf
Cubs is from eight to twelve. At the younger age boys
8
THE EDUCATIONAL TIMES.
are far less willing to organize themselves and to act in
union than they are at a later age ; hut the effect of being
a Wolf Cub, of belonging to an organization, of holding a
Council, of making a promise, and of having a definite !
thing to work for, is already apparent. The book is in
three parts : — the first for the boy ; the second giving in
detail the tests and standards up to which he has to work ;
and the third part gives the ideas and aims underlying
the whole scheme of training, and is intended for the Cub
Masters.
* In several directions the revolt against the examination
syllabus is gaining ground. We are
7 Syllabus 6 especially asked to publish for the in¬
formation of our readers a resolution
which was passed by a Committee of the Educational
Science Section of the British Association. This Com¬
mittee was appointed to consider and report upon the
method and substance of science teaching in secondary
schools, with particular reference to its essential place
in a general education. The resolution runs as follows :
“ That, in order to secure freedom of action for teachers
of science in schools, and to prevent the instruction from
becoming stereotyped, it is undesirable for any external
authority to prescribe a detailed syllabus in science for
use in schools, whether intended as the basis of examina¬
tions or otherwise.” This resolution must be looked
upon as an interim report, for it by no means covers the
terms of reference. It indicates the irritation of science
masters at interference from outside examining bodies,
and is symptomatic of an attitude that will have to be
recognized in the forthcoming reconstruction. But as
expressing a merely negative attitude it does not carry
. us far.
To a very large number of people it is good news that
Dr. Maria Montessori proposes to visit
A ^Course30" England in April of this year in order to
give both a training course for intending
teachers and also a series of popular lectures. According
to the announcement that has been issued, Mme Mon¬
tessori will “ reveal her method for children up to ten
years of age.” In connexion with the proposed visit a
kinematograph film entitled “A Day in a Montessori
School in London” has been prepared. This ought to
prove very useful for people with quick eyesight. The
trouble about films is that their rapid movement often
prevents a clear impression of the action represented.
Application for admission to the training course should
be made to C. A. Bang, Esq., 20 Bedford Street, Strand,
Loudon, W.C. We hope much from Mme Montessori’s
public lectures. There is a great deal of misunderstand-
ing about freedom and liberty which should be removed.
To any careful student of the method it is quite clear
that at no time are the children in a Montessori school
absolutely free.
From every branch of the teaching profession comes
[Feb. 1, 1917.
the demand for improved financial posi-
Salaries. tion and greater security of tenure.
There are two reasons for larger salaries.
In the first place, teachers decline, and quite rightly
decline, except under compulsion, to allow their standard
of living to fall below a certain level. This compulsion
has been, and is being, exercised, for many teachers find
it impossible to maintain the standard to which their
education has accustomed them. The second point of
view concerns more directly employers. It is found that
applicants for teaching posts are becoming more and
more scarce. Fewer men and women will enter a
profession in which, however devoted they are to their
work, they foresee nothing but a constant struggle against
depressing poverty. The Authorities are finding out that,
if schools are to be staffed adequately, salaries must be
increased. The Assistant Masters’ Association advocate
a national salaries system, which, in practioe, means
extending the conditions of the Civil Service to teachers.
It is difficult to see what other prospect is practicable,
although the prospect has obvious drawbacks, than to
make the State the paymaster for the rendering of a
national service.
Spelling reform is notoriously hard to introduce
since the era of the printed word,
S Spelling! which has set up a rigid standard.
The Simplified Spelling Society con¬
tinues to work industriously in order to influence public
opinion. The difficulty is to make a beginning.
Changes must come rather gradually, a few words at
a time ; and such changes must be promulgated by
authority. The individual who tries to reform alone,
meets ridicule or bewilderment. The Master of Uni¬
versity College, Oxford, is a convinced reformer, and
he said at the recent Conference that spelling was not
a natural datum or divine revelation, but was simply
a human invention for practical purposes. To be a
satisfactory instrument, spelling ought, he said, to be
rational, easy, and simple ; but the existing English
spelling was irrational, difficult, complicated, and very
badly adapted for its purpose. This defective spelling,,
he thought, could be reformed, and the Simplified
Spelling Society offered a very acceptable method of
reform. Spelling reform is an Imperial question and
cannot be undertaken without Government action.
We have received from the Army Council, through the-
Board of Education, a pamphlet dealing
Military Secrets, with the inadvertent disclosure of mili¬
tary information. It is stated that the
enemy receive and scan with care every newspaper pub¬
lished in England, and every other printed publication
that they can secure. A hint here and a hint there, skil¬
fully put together, may lead to the expectation, though
not to the certainty, of some military movement in some
particular quarter. The Board suggest that Local Auth¬
orities should distribute this pamphlet in the schools, and.
Feb. 1, 1917.]
THE EDUCATIONAL TIMES.
9
that it should be made the basis of a lesson to the children.
We are especially warned against giving any information
about names, dates, and places in periodicals, rolls of
honour, reports of War work and voluntary associations,
appeals for comforts for the troops, and similar publica¬
tions. Among such printed matter would be included
school magazines. The enemy organization is, we know,
very complete ; and, however unimportant we may deem
the information we individually possess, we are bound to
respect the judgment of the Army Council that sees a
danger in the accumulation and comparison of small items
of information. _ .
Tbb Women's Defence Relief Corps ask us to remind
our readers of the opportunity of doing
Emergency War work on ian(j during the school
holidays. In the past, we are told, such
work has proved most satisfactory and encouraging. The
women had grit ; they treated discomfort lightly, and, by
bringing their intelligence to bear on strange tasks, found
them by no means difficult. More women will be needed
this year to fill the place of agricultural labourers who
have “ joined up.” The organization must be prepared
to advance for the coming demand from farmers. Any
women teachers who are ready to give up their holidays
to agricultural work should communicate betimes with
Miss Myers, 10 Abbey Road, St. John’s Wood, London,
N.W. (enclosing a stamped envelope for reply). We are
also informed that at Cherwell Hall a specially shortened
term of training for women teachers in secondary schools
has been arranged, which will fit them for immediate
work, while leaving the rest of the full course until after
the War. Particulars may be obtained from the Prin¬
cipal, Cherwell Hall, Oxford. The Scholarship Secre¬
tary of the Common Cause, 14 Great Smith Street,
London, S.W., will give information in reference to two
scholarships of £75 each offered to women who wish to
qualify for positions as industrial chemists.
Th* address given by Prof. John Adams at the January
Conference was full of practical help for
Boys or Subjects, the class teacher. Some teachers are
inclined to take the view that they must
teach a certain subject : must put before a class a certain
amount of information, irrespective of the capacity of the
individuals in the class. Such teachers say : It is my
business to teach my subject ; it is not my business to
consider whether my pupils are capable of learning.
Other teachers say : I have to consider my pupils, and
give them only what they are capable of assimilating.
There are, of course, two processes. A thing is not
taught until it is learnt, and there must be a due relation
between the two processes. The teacher may teach and
the pupil may learn independently of one another. A
pupil may learn in spite of the teaching, whether it be
good, bad, or indifferent. Real success is attained when
the learning is a direct result of the teaching. “ Unless,”
says Prof. Adams, “ the learning follows because of the
teaching, there has been no real teaching.”
There are many teachers who, in moments of irrita¬
tion and impatience, say to a pupil : “ I
Conquer” can’t think how you could make a mis¬
take like that.” It is our business to
understand, says Prof. Adams ; it is part of our pro¬
fessional work. We have to guide our pupils in the
pi’ocess of learning, to teach them how to learn, to under¬
stand their mental processes in order that we may train
and develop them. Teachers must stoop to conquer.
The pupil is at his best in learning in school only when
his teachers fit their activities most exactly to his needs.
This matter of “ the how to learn ” is moat often perhaps
neglected in the case of preparation or homework. The
teacher at the end of a lesson sometimes says hurriedly,
as the bell rings, “ do the next exercise.” And when the
next exercise is shown up he uses much blue pencil and
nervous energy in scoring mistakes that ought not to
have been made, and that he cannot understand how
the pupils could make, because he had not taken the
precaution beforehand to consider how far the exercise
was suited to, or within the capacity of, the pupil. The
“ how to do it ” was left to the pupil, with results
wasteful of time and energy.
EDUCATIONAL RECONSTRUCTION.
THE RECOMMENDATIONS OF THE WORKERS’
EDUCATIONAL ASSOCIATION TO THE RECON¬
STRUCTION COMMITTEE.
To the Secretary of the Reconstruction Committee.
Sir, — On behalf of the Workers’ Educational Association,
I beg to enclose herewith copies of a number of resolutions,
together with explanatory matter, drawn up by that body, with
the request that you will communicate them to the Sub-Com¬
mittee which has been appointed to review the whole field of
national education.
The resolutions embody the conclusions of the Association,
after as careful inquiry and discussion as time permitted, into
those aspects of the problem of education on which it felt en¬
titled, and indeed impelled, in virtue of its professed objects
and the experience of its members and affiliated societies, to
offer a considered opinion.
It may be well to state briefly how the resolutions came
into being and what body of opinion they represent.
The Workers’ Educational Association is a federation of
2,150 working class and educational bodies in England and
Wales, including 737 Trade Unions, Trades Councils and
branches, 381 co-operative committees, 302 adult schools,
brotherhoods, &e., 12 University bodies, 9 Local Education
Authorities, 170 working men’s clubs, institutes, &c., 138
teachers’ associations, 91 educational and literary societies,
46 classes and study circles, and 264 various societies, mainly
of workpeople.
Affiliated bodies which are national in their scope are
represented on the central governing body of the Associa¬
tion. Those which are local are represented on the govern¬
ing bodies of the branches and districts by which the work of
the Association is carried on, in close contact with Univer¬
sities and Local Education Authorities, in different parts of
the country.
Before making any effort to formulate a policy on the
problem of educational reconstruction, we decided to consult,
as far as possible, the working-class as a whole. With this
object in view, we issued last August a pamphlet, “ What
Labour Wants from Education,” to all Trades Councils,
Trade Union branches, co-operative societies, adult schools,
| <fcc., in England and Wales. The pamphlet contained a series
10
THE EDUCATIONAL TIMES.
[Feb. 1, 1917.
of questions which these bodies were requested to discuss and
answer. Apart from a free distribution of 25,000 copies,
45,000 copies have been sold since last August. . This indi¬
cates the widespread interest taken in the question and the
extent of the field covered by our inquiries before formu¬
lating any proposals for the consideration of your Committee.
The resolutions which we now submit to you originated in
the central body of the Association. They were submitted in
draft to the nine local districts of the Association, and by
them to their local branches (160 in number) and to their
affiliated societies. After being considered at branch meet¬
ings, they were discussed at representative Council meetings
of the districts, to which amendments from the branches
and local affiliated societies were submitted. Finally, they
were submitted to a meeting of the Central Council of the
Association on November 18, 1916, at which 133 amendments
sent in by districts and national affiliated bodies (practically
all of them embodying points of substance) were discussed
and, in a large number of eases, embodied. In their present
form they therefore represent the result of the deliberations
of the Associations as a whole, arrived at both in its local
centres and through its affiliated bodies, and testify to the
keen and widespread interest which the news of the appoint¬
ment of your Committee has aroused in working-class circles.
A few words should be added in explanation of the char¬
acter of the proposals submitted.
We are fully aware that the proposals taken by themselves
may appear to be somewhat cut and dried, and to lay undue
stress on questions of organization and machinery. We were,
however, expressly authorized by the Central Council of the
Association to affirm to your Committee with all possible
emphasis that such an interpretation of the motive embodied
in the proposals would be directly contrary to the spirit and
purpose of those whose views they represent.
In the opinion of the Association, the ideal underlying
educational reform, in whatever direction it is undertaken,
must be essentially humane and, in the broadest sense of the
word, spiritual, and no improvements in legislation or ad¬
ministrative machinery can hope to achieve success unless
those who are responsible for their working bear this fact con¬
stantly in mind. The object of the proposals submitted is not
simply to improve the educational machinery of the country ;
they have been conceived in the hope and desire that they
may serve to set free the spiritual forces which the War has
so strikingly brought to light in every section of the people
— nowhere more than among the working class — and that they
may thus contribute to the promotion of the work of recon¬
struction which must of necessity fall in so large a part upon
the shoulders of the coming generation. — Yours faithfully,
J. MacTavish, General Secretary.
THE HIGHWAY OF EDUOATION.
Resolution 1.
That the broad principle of free education through all its
stages, including that of the University, be accepted.
Resolution 2. — Young Children.
(a) That the age for compulsory attendance at school shoulc
be raised to six years, and that it should be compulsory for the
Local Education Authority to establish and control a sufficienl
number of nursery schools for the children within their areas
between the ages of two and six ;
(b) I hat attendance at these schools should be free;
(c) That the nursery schools should be under the special
supervision of the school medical officer, and attention in them
should be mainly directed to the cultivation in the children
of good physical habits and healthy bodily development, plav
and rest, whenever possible in the open air, forming an im¬
portant part in. the curriculum ;
{d) That the nursery schools should accommodate small
groups of children, and should be so distributed as to be near
the homes of the children ;
(e) That the head of the nursery school should be a teacher
child re Bp6Clal qualifications for the training of young
Resolution 3. Universal Full-time Education.
We are of opinion that the age for exemption from com¬
pulsory full-time attendance at school should be 16, and to
this end we recommend : —
(a) That universal full-time education continue to the age
of 14, no exemptions being granted under that age, and that
no child should leave school until the end of the terms
Christmas, Easter, or Midsummer, in which he attains the
age of 14 ;
(b) That it be compulsory for all Local Education Authorities
to raise the leaving age to 15 (without exemptions) within a
period of five years, and that Local Education Authorities be
granted powers forthwith to make by-laws to raise it to 16 ;
(c) That, when the school leaving age is raised above
14, Local Education Authorities should be required to grant
maintenance allowances to children above that age where
necessary ;
( d ) That education during the compulsory full-time period,
more especially in the upper standards, should be organized
with a view to its continuance during adolescence ;
(e) That the employment of children for profit or wages
outside school hours during the compulsory full-time school
period be prohibited.
Resolution 4. — Higher Education.
I. Secondary Education.
A. — Part-time Education (between the age of exemption
from compulsory full-time attendance and 18).
(a) That compulsory part-time education of not lefis than
20 hours per week (including time spent in organized games
and school meals) be provided free for all such young persons
as are not receiving full-time education ;
( b ) That the hours of labour for all young persons under
the age of 18 be limited to a maximum of 25 per week ;
(c) That the distribution of hours throughout the year upon
the above basis should be arranged, where necessary, to meet
the needs of seasonal industries and other circumstances ;
(d) That the education in such schools should be directed
solely towards the full development of the bodies, minds, and
characters of the pupils ; that it should be therefore inti¬
mately related to the environment and interests of the pupils,
and should contain ample provision for physical well-being
including organized games and school meals ;
( e ) That the teachers in such schools should enjoy status
and emoluments similar to those of teachers in other
secondary schools.
B. — Full-time Secondary Education.
(a) That all children admitted to a secondary school should
have reached an approved standard of education, the ground
of transfer being the fitness of the scholar for the broader
curriculum ;
( h ) That free provision should be made for all who are
eligible and desirous to enter such schools, such provision to
include a satisfactory maintenance allowance where necessary ;
(c) That the number of secondary schools of varying types
should be largely increased, and that the curriculum be made
more variable to meet the interests of individual scholars ;
(d) That facilities should be provided for the transfer from
part-time to full-time secondary education ;
(e) That the requirements of a liberal education should be
regarded as paramount in the organization of every type of
secondary school ;
(/) That the distribution and organization of secondary
schools should be such as to promote equality of acccess to
University education of the highest type for students in every
local area.
II. University Education.
(a) That no student should be accepted as an undergraduate
of a University or University College who has not previously
attained an adequate educational standard satisfactory to the
University Authorities ;
(b) That free provision should be made for all who reach
this standard, adequate maintenance grants being given where
financial circumstances require them ; and further, that until
such time as free University education is provided the number
of scholarships, the value of each scholarship, and the method
of selection should be such that no student should be de¬
barred by financial circumstances from becoming an under¬
graduate ;
(c) That greater facilities should be provided whereby men
Feb. 1, 1917. J
THE EDUCATIONAL TIMES.
11
and women able to profit by a special period of study at a
University should be enabled to do so without an entrance
examination ;
( d ) That all Universities and University Colleges conform¬
ing to Board of Education requirements should receive from
the State such grants in aid as will enable them to be efficiently
staffed and equipped ;
(e) That it should be a condition of payment of State grants
in aid to Universities and University Colleges that they make
adequate provision for University Tutorial Classes ;
(/) That, since an essential part of the work of a University
lies in affording facilities for the advancement of knowledge,
more adequate provision should be made for scientific and
literary research conducted with this object ;
(g) That workpeople, together with other sections of the
community, should; be directly represented on the governing
bodies of all Universities and University Colleges.
III. Technical Education.
(a) That, in the interests alike of education and of economic
efficiency, a sound general education in childhood and adoles¬
cence is the necessary foundation for any specialized course
of technical or professional training, both in town and country,
and that therefore technical education should be regarded as
supplementary to secondary education ;
(b) That, owing to the immense variety of occupations in a
modern community, and the wide differences between them,
both in the amount of special training necessary to efficiency
and the prospects of permanent employment for young workers,
it would be impracticable, as well as undesirable, for the State
to attempt to enforce any compulsory system of technical
education ;
(c) That, since the trades and industries and professions of
the country exist in order to serve the needs of the community,
technical education should, as far as possible, be divorced from
the prevalent atmosphere of commercialism, and regarded as
a training in public service ; and that this aspect of the sub¬
ject should be kept in view in the organization of the courses
of instruction ;
( d ) That technical schools should be administered by a body
on which employers and workpeople chosen by their respective
trade organizations should be equally represented, together
with members of the Education Authority, and that there
should be special advisory committees of employers and work¬
people for special trades ;
(e) That close contact should be maintained between Uni¬
versities and technical institutes, and between technical
institutes and schools and workshop practice, and that work¬
people should also be represented on the University Com¬
mittees concerned ;
(/) That, subject to the preceding conditions, an extension
of technical and professional education is highly desirable in
the national interest ;
( g ) That such education should be free, and that until
this is provided there should be a generous provision of
scholarships with adequate maintenance grants, so that duly
qualified students from the full-time and the part-time secon¬
dary schools and from evening classes in technical schools,
whose special bent lies in the direction of scientific and tech¬
nical work, may pass forward to full-time day courses of in¬
struction (followed by research) in Universities, technical
colleges, and the larger technical schools.
Resolution 5. — Corporate Life.
Since experience has shown the great educational value of
corporate life in schools, it is necessary : —
(a) That adequate playgrounds and playing fields, with the
necessary equipment and free transit to them when necessary,
should be provided for all schools ;
( b ) That greater freedom of access for children to play¬
grounds should be allowed out of school hours ;
(c) That children should be encouraged to arrange their
own games and other activities, and that facilities should be
given for the development of special aptitudes ;
(d) That as far as possible the help of the children should
be enlisted in the management of school life.
Further, it is desirable, with a view to the development of
corporate life in our schools :
( e ) That the greatest possible freedom be given to both
teachers and pupils, and that teachers be not required to ad¬
here rigidly to a prescribed time-table or a fixed syllabus ;
(/) That the growing practice of a common school meal be
encouraged ;
(g) That, because of the importance of the developments a
sense of beauty in early years, the school buildings and in¬
teriors should be designed with this end in view.
Resolution 6. — Physical Education.
That, in view of the general obligation of the State to safe¬
guard the physical well-being of the children of the nation
and of the serious defects of their health revealed by the
School Medical Service, ampler provision for the physical
well-being is indispensable to the proper working of onr
educational system.
With this in view it is necessary : —
(a) That it be compulsory for all Local Education Autho¬
rities to set up and maintain such a medical and dental
service as will secure adequate inspection and treatment to
all scholars attending the schools within the area of the
respective Authorities ;
(b) That the system of school meals be so extended and
improved as to overcome the evils of under-feeding and mal¬
nutrition ;
(c) That greater facilities for physical training should be
provided, including the organization of games and the use of
simple equipment, and also bathing and swimming where
possible ;
(d) That the policy of establishing schools on the outskirts
of towns, where facilities for open-air teaching and playing
fields can be more easily provided, should be encouraged,
with the necessary arrangements for conveyance and common
meals ;
(e) That ample provision be made for the fullest possible
education of all children who are physically or mentally
deficient.
Resolution 7. — Size of Classes.
We are of opinion that no class in any school ought to
contain more than thirty pupils, and to this end we re¬
commend : —
(a) That the necessary steps be taken immediately to
increase the supply of qualified teachers and school accommo¬
dation so as to reduce classes to forty, with a view to a
further reduction to thirty ;
(b) That a standard of not more than thirty be adopted for
all new and remodelled schools, that a separate classroom
be provided for each class, and that the present minimum
basis of floor space per child be largely increased.
Resolution 8. — The Supply of Good Teachers.
To provide an adequate supply of good teachers it is
necessary : —
(a) That there be free access to training facilities for the
teaching profession, accompanied by adequate maintenance
grants where required ;
(b) That the salaries paid and pensions provided should
be such as will induce the best men and women available
to enter and remain in the profession, with equal pay for equal
service ;
(c) That intending teachers should be enabled to pass
through a period of study at a University of at least a year's
duration before entering the profession, and that the colleges
where professional training ' is provided should be closely
connected with a University ;
(d) That every possible facility should be provided for
present unqualified teachers to qualify, and that the appoint¬
ment of unqualified teachers be discontinued ;
(e) That the highest positions in the educational service
should be open to teachers who are fitted to fill them.
Resolution 9. — Public Libraries.
That, in view of the importance of extending and de¬
veloping the work of the public libraries in town and
country, it is desirable that they should be brought into
closer connexion with the general educational system of the
country.
With this end in view the separate librai’y rate should be
abolished and the provision and upkeep of public libraries
should be entrusted to the Local Education Authority as
an integral part of the scheme for its area.
12
THE EDUCATIONAL TIMES.
[Feb. 1, 1917.
Resolution 10. — Distribution of Cost.
(a) That each Local Education Authority be required to
submit to the Board of Education a complete scheme of
education for its area, together with estimates of the cost ;
( b ) That 75 per cent, of the total cost of any approved
scheme be met by the National Exchequer, but that
(c) The Board of Education be empowered to reduce the
grant where : —
(1) the teaching staff is insufficient in quality or
numbers or the salaries paid are inadequate ;
(2) the number of scholars in any class ‘exceeds forty ;
(3) the number and variety of educational institutions
are not adequate ;
(4) the medical inspection and treatment and supply of
school meals are not adequate ;
(5) the Local Education Authority fails to administer its
by-laws ;
(6) where any other part of the scheme is not carried
out to the satisfaction of the Board of Education.
(d) That the Board of Education be required to give a
special grant to meet the needs of areas tvhere : —
(1) the school population is high ;
(2) the rateable value is low as compared with the cost
of education.
Resolution 11. — Educational Endowments.
That, since the proper use of educational endowments is
important to the development of a national system of educa¬
tion, it is desirable : — (a) That a public and intelligible state¬
ment should be made periodically as to the amount of such
endowments, the sources from which they ai’e received, and
the way in which they are controlled and expended ; (b) that
there should be an inquiry into their origin and history ;
(c) that action should be taken for their better distribution
where this would appear after inquiry to be desirable in the
interests of the educational development of the country.
Resolution 12. — Work, of the W.E.A.
That, since the character of British democracy ultimately
depends on the collective wisdom of its adult members, no
system of education can be complete that does not promote
serious thought and discussion on the fundamental interests
and problems of life and society, such as is promoted by the
w .E.A. ; that, while we are of opinion that it is against the best
interests and free development of the Association to accept a
grant from the State for general purposes, we regard it as
necessary, in order that the voluntary contributions to the
Association should be free for educational propaganda work,
that grants should be made towards the cost of organization
of definite and recognized pieces of work such as University
tutorial classes and one-year classes. We regard this need as
being of national importance, more especially in the difficult
period after the War. We therefore recommend : —
(a) That the Board of Education grant to University tutorial
classes be equal to 75 per cent, of the tutor’s salary, and 75
per cent, of the proved cost of organization and administration ;
(“) 1 hat the Board of Education grant to one-year classes
be 75 per cent, of the total cost of organization, tuition, and
administration.
THE COLLEGE OF PRECEPTORS.
MEETINGS OF THE COUNCIL.
A Meeting of the Council was held at the College of Pre
ceptors, Bloomsbury Square, W.C., on the 29th of November
, . Present: Mr. R. F. Charles, Vice-President, in th(
chair ; Prof. Adams, Dr. Armitage-Smith, Mr. Barlet, Mr
h. Charles, Miss Dawes, Mr. Eagles, Mrs. Felkin, Miss
Frodsham, Mr. Holland, Miss Lawford, the Rev. R. Lee
Jf.r; 3n^don- ^r- Millar Inglis, Mr. Pendlebury, Mr
Ritchie, Mr. Rushbrooke, Mr. Starbuck, the Rev. Canor
Swallow, Mr. Ihornton, Mr. Whitbread, and Mr. Wilson
* Diplomas were granted to the following candidates, whc
had satisfied the prescribed conditions : — Licentiateship-
V ilham Kingston ; Associateship— Arthur George Brown.
- ihe iI)r- ^ awn was re-elected a member of the Council
Prof. John Adams was appointed to deliver the next
Course of Twelve Lectures on Psychology.
I he following additional Examiners were appointed : _
In English, Miss C. L. Thomson; in History, Mr. Taylor
Dyson ; in French, Dr. F. A. Hedgcock ; in Spanish, Prof.
J. M. Villasante.
On the recommendation of the Examination Committee, it
was resolved (a) that a Junior paper be set in Political Eco¬
nomy in and after June, 1918 ; ( b ) that Senior and Junior
Italian papers be set in and after June, 1917 (c) that Senior
and Junior Sinhalese papers be set in and after June, 1918;
(d) that Senior and Junior papers on the History of the
British Empire be set in and after June, 1918.
The Council decided to discontinue the Summer Diploma
Examination and, until further notice, to hold the Diploma
Examination only once a year— viz., in the winter vacation.
The Council agreed to the incorporation of the Joint
Scholastic Agency as a non-profit-making Company.
The following books had been presented since the last
meeting of the Council : —
By the Author.— Bevan’s History and Development of Philosophy.
By Ginn & Co.— The New Hudson Shakespeare (Coriolanus, King John, King
Richard III, and Romeo and Juliet) ; Breasted’s Ancient Times ; Robinson’s
Medieval and Modern Times.
By Macmillan & Co.— Williamson’s Foundation and Growth of the British
Empire.
By J. Murray.— Walters and Conway’s Deigina.
By the Oxford University Press.— Campagnac and Forbes’s Sadoleto on
Education ; Collins’s George Eliot Reader ; Davis’s Political History of
France, 1789-1910 ; Fowler and Limouzin’s George Eliot’s Scenes of Clerical
Life ; Hughes’s Carlyle’s Frederick the Great ; Kibblewhite’s Dickens’s David
Copperfield ; Pike’s Arnold’s Sohrab and Rustum ; Scott’s Lady of the Lake ;
Sonnenschein’s New English Grammar (Parts I, II, and III) ; Wheeler and
Cavenagh’s Selected Poems of Tennyson.
Calendar of University College, Cork.
A meeting of the Council was held at the College of Precep¬
tors, Bloomsbury Square, W.C., on the 20th of January, 1917.
Present : Sir Philip Magnus, President, in the chair ; Prof.
Adams, Dr. Armitage - Smith, Mr. Bain, Mr. Barlet, Mr
Brown, Mr. R. F. Charles, Miss Crooksliank, Miss Frod¬
sham, Mr. Hardie, Mr. Hawe, Mr. Maxwell, Mr. Pendlebury,
Miss Punnett, Mr. Rawlinson, Mr. Ritchie, Mr. Rnslibrooke,
Mr. Starbuck, Mr. Thornton, Mr. Whitbread, and Mr. Wilson.
The Diploma of Associate was granted to the following
candidates, who had satisfied the prescribed conditions : —
Linette Bartlett Jackson, Margaret Deborah Judd, Henry
Robertson.
Mr. Frank Roscoe, M.A., was elected a member of the Council.
The following persons were elected members of the College :
Mrs. A. Sadler Gordon, Tower House, Brockley Park, Forest
Hill, S.E. ; Mr. F. P. B. Shipham, M.A., F.C.P., 19 Westbere
Road, Cricklewood, N.W.
Mr. R. F. Charles and Mr. Pendlebury were appointed the
representatives of the College on the Joint Committee em¬
powered to conduct the negotiations for the incorporation of
the Joint Scholastic Agency as a non-profit-making Company.
Mr. Hawe and Mr. Millar Inglis were appointed the repre¬
sentatives of the College on the Joint Scholarships Board for
the year ending February 28, 1918.
On the recommendation of the Finance Committee the
Council ordered that the 4| per cent. War Loan Stock now
in the possession of the College be exchanged for the new
5 per cent. War Loan Stock, and that such further sums as the
Treasurer may find available for the purpose be invested in
the same new stock.
The Council adopted the Regulations for the Commercial
Examinations drafted by the Commercial Examinations
Committee.
The following books had been presented to the College
since the last meeting of the Council : —
By the Author.— Bevan’s Towns of Roman Britain.
By the Cambridge University Press. — Lobban’s Shakespeare's Cym-
beline ; Wilson-Green’s De Banville's Gringoire.
By T. Werner Laurie.— Hartley and Lewis’9 Children of the Empire.
By Macmillan & Co. — Siepmann’s French Series for Rapid Reading (5 parts).
Calendar of University College, London.
Calendar of University College, Nottingham.
Calendar of Birmingham University.
Calendar of Durham University'.
Incorporated Accountants’ Yearbook.
THE COLLEGE OF PRECEPTORS.
EXAMINATION OF FOREIGN TEACHERS FOR
CERTIFICATES OF PROFICIENCY IN ENGLISH.
On the l-esults of the Examination which was held on
January 1917 Miss Vera Korelina was placed in the Pass
Division.
Feb. 1, 1917.]
THE EDUCATIONAL TIMES.
13
1917.
THE COLLEGE OF PRECEPTORS
INCORPORATED BY ROYAL CHARTER
BLOOMSBURY SQUARE, LONDON, W.C.
LECTURES FOR TEACHERS
ON THE
SCIENCE, ART, AND HISTORY OF EDUCATION.
COURSE OF TWELVE LECTURES ON
THE ESSENTIALS OF EDUCATIONAL PSYCHOLOGY.
To be delivered at The College of Preceptors, Bloomsbury Square, London, W.C., on Thursday Evenings,
8 February to 22 March, and 3 May to 31 May, 1917.
By JOHN ADAMS, M.A., B.Sc., LL.D., F.C.P.,
Professor of Education in the University of London.
The Course of Lectures (the First Course of the Forty-fifth Annual Series) will begin on Thursday, February 8th, at 6.30 p.m.
The Course is meant to meet the needs of teachers who wish to improve their acquaintance with what underlies the principles of their
profession, whether they have any examination in view or not. The lecturer will treat his subject in such a way as to fit in with the require¬
ments of the College in connexion with examinations for the Associateship, the Licentiateship, and the Fellowship. The reading of the
students will be guided, and problems set for their exercise. Every opportunity will be taken of making practical applications of psycholog¬
ical principles to the work of the classroom.
SYLLABUS.
I. (Feb. 8.) Psychology .—Its nature and scope : art or science : definitions :
physiological data : demands made upon psychology : its methods and dangers :
aspects of psychology— empirical, rational, genetic, collective, &c. : the teacher’s
use of psychology : the psychological attitude in the schoolroom : the individual
and the type,
II. (Feb. 15.) Consciousness and its Implications. — Something unique in
the universe : relation to physiological functions : treatment as a mere epiphc
nomenon: relation to awareness : nature of the ego: the non-ego: conscious¬
ness essentially bipolar in its higher aspect : self-consciousness in its double
sense : subjective and objective : noetic and anoetic consciousness : impenetra¬
bility and indefinability of consciousness.
III. (Feb. 22.) Presentation and Presented Content.— The inner and outer
worlds : sensation, general and special : “ the big, blooming, buzzing confusion” :
inhibition: perception: mental content : the ‘‘gateways of knowledge”:
nothing in the mind that was not first in the senses : immediateness and
directness of perception : the here-and-notv element ; apperception.
IV. (Mar. 1.) Representation and Conception.- Transcending the here and
notv : the elaboration of the products of perception : the idea or concept made
on the premises : the logical concept and the psychological : the old view of the
concept as static : the new view as dynamic : the series— percept, image, gen¬
eralised image, concept : presentative activity.
V. (Mar. 8.) Mental Focus.— The field of consciousness : focal and marginal
areas : the manipulation of consciousness : not necessarily concentration : at¬
tention essentially a prehensile process : nisic and anisic attention : unstable
equilibrium of nisic attention : nature and function of interest : the rhythm of
attention : concentration and diffusion beats : the mechanism of attention.
VI. (Mar. 15.) Recall.— Mediate and immediate recall : reverie, reminiscence,
and recollection : both memory and imagination depend upon recall s creation
versus reproduction : differentiation between memory and imagination :
rational and verbal memory : productive and reproductive imagination : dated
and undated memory : the aesthetic and the scientific imagination.
VII. (Mar. 22.) Intuition.— Nature of intellect and its relation to knowledge:
Bergson’s view of the limitations of intellect : the intuitive method : spirit de¬
velops towards intellect on the one hand and towards instinct on the other :
the two poles— man and insect : knowledge may he acquired by intuition with¬
out the aid of intellect : intuition precedes analysis.
VIII. (May 3.) Invention and the Mental Flash.— Place of invention in
school work : why it has been so little dealt with in school : wide range of inven¬
tion : pupil is inventing all the time: two ways of learning— step wise and totalwise:
the mind works totalwise in invention : the place of “ the problem ” in school
exercises : school training in invention : the flash of insight.
IX. (May 10. ) Instinct and Habit. — Nature of instincts and their relation to
intellect : educability and eradicability of instincts : their function in the race
and in the individual : relation between instinct and habit : Rousseau’s con¬
demnation of habit-forming : place of consciousness in relation to the habitual :
accommodation and correlation : the “ bundle of good habits.”
X. (May 17.) The Affective Aspect.— Every intellectual process has an ac¬
companying affective tone : the Freudian dissociation : the emotions and their
control ; the mechanism of the emotions : their function in spiritual life : their
manipulation by the educator : distinction between the emotions and the senti¬
ments: McDougall’s theory of the relation between the emotions and the
instincts.
XI. (May 24). The Will and its Training.— Daemonic view of the will, and
its dangers : personality and character : the theory of the " inner court ” :
nature of motives : the fallacy underlying the phrase “ the strongest motive” :
desire and will : origin of the will : possibility of training the will : meaning Of
the terms " weak will,” “ breaking the will ” : aboulia .- educational implica¬
tions of the freedom of the will.
XII. (May 31.) Experimental Psychology. — Fundamental assumption un¬
derlying this branch of psychology : special characteristics of this branch :
experience and experiment : free experiment and laboratory experiment :
instruments and methods used in experimental psychology : the statistical
method : correlation and other formulae : relation between experimental psy¬
chology and experimental pedagogy.
FEES FOR ADMISSION.
Half-a-guinea for the whole Course. Two shillings for a single Lecture.
%* Members of the College have free admission to the Course.
14
THE EDUCATIONAL TIMES.
[Feb. 1, 1917.
450 MEDALS & PRIZES ! !
STUDENT’S ELEMENTARY
BOOKKEEPING
By ARTHUR FIELDHOUSE, Accountant,
66 West Parade, Huddersfield
who will forward copy Index and Specimen Pages on receipt of
Post Card addressed to Box A 27, Huddersfield.
364 Pages. 2 1 st Edition. Post Free, 2s.
ioo Exercises. 350 Questions.
Teacher’s Specimen Copy, from Author only, is. 4d.
The ONLY TEXTBOOK to which there is a FULL KEY.
While this textbook more than covers all Elementary Exam¬
inations in this subject, its special design is to meet the require¬
ments of the excellent Syllabuses issued by the Society Of Arts,
West Riding County Council, the College of Preceptors,
Oxford and Cambridge Locals, the London Chamber of
Commerce, and the National Union of Teachers.
The Exercises and the principles introduced therein are so
carefully graded in point of difficulty that the student is trained
to work the most difficult set of transactions without being appalled
at any stage of his study. No exercise is too long or too compli¬
cated to be completed between each lesson. The Questions will
be found very useful for testing the student’s knowledge at each
stage of his work. Examination Papers of the Society of
Arts, the W.R.C.C., and College of Preceptors are included.
THE STUDENT’S
BUSINESS METHODS
and
COMMERCIAL CORRESPONDENCE.
By ARTHUR FIELDHOUSE, Accountant,
66 West Parade, Huddersfield,
who will forward Specimen Pages and Index on receipt of Post
Card addressed to P.O. Box A 27, Huddersfield.
Eighth Edition. 380 Pages.
2s. 6d. Post Free.
80 TEST and EXAMINATION PAPERS,
containing 1,300 QUESTIONS.
This is the only practical, up-to-date book on Commercial.
Correspondence and Office Work, and is characterized by th«
qualities that have made the author’s other textbooks so popular.
The lessons are well graduated, and the teacher is saved th*
drudgery of preparing Test Papers, one of which follows every
chapter, in addition to numerous Examination Papers. PRAC¬
TICAL Work is provided in the Series of Business Trans¬
actions included is some of the Test Papers. It is the only
Complete Guide, covering all the Elementary Examinations-
Small-priced books may be had on the subject, but as they do net
cover the Syllabuses they are dear at a gift. Efficiency should be
the first consideration. It is an excellent Handbook for the
Junior in the Office. Teacher’s Specimen, from Author
only, Is. 7d. post free.
London : SIMPKIH, MARSHALL. HAMILTON, KENT & Co., Ltd.
THE
School W orld.
A MONTHLY MAGAZINE OF EDUCATIONAL
WORK AND PROGRESS.
'J'HE aim of “The School World” is to
provide teachers with information of
practical and permanent value. To this end
all important changes and developments
affecting education are dealt with by leading
authorities and experienced teachers.
The magazine is indispensable to all edu¬
cational workers who desire to keep in touch
with modern methods of education.
PRICE 6d. VOLUME XVIII, 1916, 7s. 6d. net.
* A new volume began with the January number.
MACMILLAN & CO., Ltd., London.
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Feb. 1, 1917.]
THE EDUCATIONAL TIMES.
15
COLLEGE OF PRECEPTORS
CERTIFICATE AND LOWER FORM
EXAMINATIONS, 1918.
8. denotes the Senior Examination, J. the Junior, P. the Preliminary ,
L.F. Lotcer Forms.
Scripture Ibietor^.
(S., J.) Acts of the Apostles (Part II, Ch. 13-28).
Edited, with Introduction. Notes, and Maps, by Rev. W. H.
Flecker, D.C.L., M.A., Head Master of Dean Close School,
Cheltenham. Is. 61.
(S., J.) Gospel of St. Matthew. Edited, with Intro¬
duction, Notes, and Maps, by Rev. T. Walker, M.A., and
Rev. J. W. Shuker, M.A. Is. 6d.
(P., L.F.) Gospel of St. Matthew. (Preliminary Edi¬
tion.) M'ith Introduction, Notes, and Maps. By Rev. T.
Walker, M.A. Is.
jEnglteb literature.
(J.) Dickens. — A Tale of Two Cities. By A. R.
Weekes, M.A. is. 6d.
(P., L.F.) Macaulay. — Horatius, Lake Regillus, The
Armada. By A. J. F. Collins, M.A. Is.
(P.) Scott. — Marmion. Cantos I and VI. By
Frederick Allen, M.A. 8d.
(S., J.) Shakespeare. — A Midsummer Night’s
Dream. By A. F. Watt, M.A. 2s.
(S.) Shakespeare. — The Tempest. By A. R.
Weekes, M.A. 2s.
(J.) Shakespeare. — The Tempest. By A. R.
Weekes, M.A., and Frederick Allen, M.A. is. 4d.
(Junior Shakespeare.)
(S.) Spenser. — Faerie Queene, Book I. By
W. H. Hill, M.A. 2s. 6d.
iSuglieb Ibietonh
(S.) Earlier History of England (to 1485). With
Biographies, Maps, and Plans. By C. S. Fearenside, M.A.
2s. 6d.
(S.) Modern History of England. Fart II, 1688-
1901 (with a concise Introduction down to 1714). 2s. 6d.
(S., J.) School History of England. By M.E. Carter,
Honour School of Modern History, Oxford. With Plans and
Coloured Maps. 3s. 6d. Also in Three Parts. Part I, to 1603.
Part II, 1485-1714. Part III, 1660-1910. Each Is. 6d.
(P., L.F.) Preliminary History of England. By M. K.
Elliott, Honours in the Historical Tripos, Cambridge, and
M. S. Elliott, B. A. With Illustrations. 2s.
0eoarapb\).
(J.) Geography of Africa (with Australasia).
Junior. By G. C. Fry, M.Sc. 8d.
Xattu.
(S., J.) Caesar. — Gallic War, Book I. By A. H.
Allcroft, M.A., and F. G. Plaistowe, M.A. With Introduc¬
tion, Notes, and Alphabetical Lexicon. 1 s. 6d.
(P.) Caesar. — Gallic War, Book I, Ch. 1-29.
By A. H. Allcroft, M.A. , and F. G. Plaistowe, M.A. With
Introduction and Notes. Is.
(S.) Caesar. — Gallic War, Book II. By Ll. M.
Penn, M.A. (School Latin Classics.) With Introduction,
Notes, and Alphabetical Lexicon. Is.
(S.) Cicero. — Fro Lege Manilia. By A. Waugh
Young, M.A., and A. F. Watt, M.A. Text, with Introduc¬
tion and Notes. 2s. 6d. Vocabulary, Is.
(S., J.) Vergil. — Aeneid, Book VIII. By J. F.
Richards, M.A. With Introduction, Notes, and Alphabetical
Lexicon. Is.
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A PROGRAMME OF EDUCATION REFORM.
ISSUED BY THE EDUCATION REFORM COUNCIL,
NOVEMBER 1916.
The Education Reform Council was founded in April at a
Conference called by the Teachers’ Guild. The work of the
Committees is incomplete, but, in view of its urgency and im¬
portance, the following programme is published in advance of
the full report, which it is hoped to complete early next year. •
(It is to be understood that reference is made to both sexes
in all cases except where otherwise stated.)
Aim. — The reforms proposed have as their aim to widen
educational opportunity ; to train all for work and leisure; to
utilize more effectively national resources, human and mate¬
rial ; to fit the growing generation for the service of home,
society, and the State ; to admit all to the quest for goodness,
truth, and beauty ; to make better citizens.
I. Education Authorities.
1. The Ministry of Education should hold a higher place in
the hierarchy of the offices of the State, and the salary of the
Minister should be equivalent to that of other Principal Secre¬
taries of State.
2. Progressive organization is hindered by certain statutory
distinctions between higher and elementary education. Local
Authorities for higher education should be obliged to supply
or aid tlie supply of higher education, and the limit of 2d. to
the higher education rate in the county areas should be re¬
moved.
3. For the purpose of co-ordinating the activities of Local
Education Authorities with those of the Universities and
institutions for higher education, the country should be
divided into educational provinces, the areas of which should
be larger than those of the existing Local Authorities. (See
II, IE)
4. While the recently created Medical Service, Central and
Local, has already rendered great aid to education, it is evi¬
dent that what has been is but a tithe of what ought to be
effected. The main result to be expected from a great exten¬
sion of the school medical service is an advance in public
health, in which direction a wise policy may produce a mani¬
fold financial return in national efficiency, and a gain in
morality, health, and happiness (at least in the prevention of
misery and crime) not expressible in figures.
5. There should be increased provision for the care of children
16
THE EDUCATIONAL TIMES.
[Feb. 1, 1917.
under school age, and steps should be taken to secure parental
responsibility.
6. Worthy private effort in education should be encouraged.
With proper safeguards as to efficiency and accessibility,
schools under private management should receive State aid.
The Board of Education should make adequate provision for
the inspection of all schools.
7. The classes carried on under Joint Committees of the
Universities and the Workers’ Educational Association are
doing -work which is of national importance and deserves
increased State support. If the existing grants to the three-
year and one-year classes were augmented, the admirable
work now done could be successfully extended so as to reach
the large number of working men and women for whom
present funds cannot provide.
II. The Continuity of Education.
1. The principle of continuity must be carried out effectively
in all branches of education ; lower educational institutions
being linked to higher by well planned promotion of pupils
and by attention to desirable sequence of curricula. Educa¬
tional institutions should be brought into relation with pro¬
fessions, commerce, industry, agriculture, home-making.
2. The years from age fourteen to seventeen are education¬
ally fateful. Organized education must continue for every
boy and girl until at least the age of seventeen.
3. In elementary* schools children should receive full-time
education until at least the end of the educational half year
in which the fourteenth birthday occurs. Thereafter part-
time education should continue until the age of at least
seventeen, in the daytime, for an average of three half days
per week or an equivalent period per annum.
4. The elementary-school system should be entirely recast
so as to provide — (a) primary departments, or schools, for
ages from about five and a-half to eleven and a-half ;
(b) middle f departments, or schools, for ages eleven and
a-half to fourteen and a-half, with optional attendance until
fifteen and a-half ; (c) Continuation f departments or schools.
The middle departments may be organized with either the
primary or the continuation departments, or the three depart¬
ments may be organized as a single institution.
5. \ arying types of continuation schools should be encour-
aged ; but these will probably fall into two groups : Group A,
for pupils whose occupation may provide a study of real
cultural value — e.g. technical work in commerce, industries,
agriculture, house-craft, Group B, for pupils whose occupa¬
tion is temporary or fails to provide a study of real cultural
value e.g. vanboys, labour of insignificant skill. In Group A
a school for an industry, or allied group of industries, should
36 as likelJ give a good training in citizenship,
and the work should have a vocational bias. Plans for de¬
velopment should be based on experience gained in England
and elsewhere, and attention should be paid to the provision
which lias been made by public-spirited employers and to the
woik already done in women’s institutes and in trade schools,
especially in London. In Group B schools, education cannot
satisiactorily be centred round the present occupation. In
no school of either group should the work be restricted to
vocational subjects, as in both groups the aim is (a) to fit for
c“ze?fT, (b) to develop personality and encourage indi¬
vidual bents or capacities, (c) to meet physical needs. The
continuation school must be really a school, with a corporate
me of its own. 1
6. Reduction in the size of classes in elementary schools is
an urgent need.
7. The transfer from primary to secondary schools, or from
preparatory departments or schools to secondary schools,
should take place usually between the ages of eleven and
nrh lhn 25 UL cent- free-plac,e system is illogical in
principle and unsatisfactory in practice. Junior scholarships
and fiee places should be provided in such numbers as will
““"l t0 fcondary schools those pupils from elementary
or preparatoi y schools who^can profitably undertake a full
* * 'JJf •U8e1of the ten? “ elementary ” throughout the programme
S«u!,«5r he ,erm ” ot ** 1™i>>
t The Council is not committed to the view that the teaching in
these departments would be “ elementary ” in character.
secondary course. Where a system of higher elementary or
central schools is established a further selection of the ele¬
mentary-school children at age eleven to twelve should be
made for promotion to such central schools for a four-year
course, assistance being given by the Education Authorities.
8. The number of efficient secondary schools of varying
tjrpes should be increased. Schools provided by the Local
Education Authority should have separate governing bodies
with real administrative responsibility. The Consultative
Committee have advised the strengthening of the higher
work of secondary schools, and the Reform Council con¬
siders that schools taking the lower grant should receive
grants for this purpose. Pupils at any school recognized as
efficient by the Board of Education should be eligible for
State scholarships for prolonging secondary education, or
tenable at the Universities. Many capable students will con¬
tinue to be debarred from the Universities, with consequent
loss of national efficiency, if these scholarships are limited to
“ Aided ” schools.
9. In secondary schools, including endowed and public
schools, pupils should remain as a rule until the end of the
term in which the seventeenth birthday occurs. Financial
provision should be made to enable suitable pupils to continue
at school until they enter the University.
10. The Reform Council expresses complete agreement
with the view advanced by the Consultative Committee 'that
large additional funds should be provided by the State for
scholarships for higher education. The amount suggested —
£329,500 per annum — is not too large.
11. The selection of students for scholarships to the Uni¬
versities and institutions for higher education should be based
upon an expert review of the relevant qualifications rather
than upon a central competitive examination. Such relevant
qualifications are the school record, examination record, prob¬
able career, general personal fitness. The amount of assistance
given should be such as to enable the scholar to live in a manner
befitting a University student during the normal course re¬
quired for graduation, and for the necessary post-graduate
preparation for professional practice. For most professions,
and for research in Pure Science, at least one year of post¬
graduate preparation is necessary. In determining the num¬
ber and incidence of the awards, the main consideration should
be the national need to strengthen the learned professions (in¬
cluding teaching), and to further industry, commerce, and
agriculture. The Board of Education should allocate grants
for higher scholarship purposes to the Provincial Boards (see
I, 3) : the Provincial Boards should make the awards, their
action being co-ordinated by the Board of Education or by a
special national board.
12. The attention of the managers of large commercial and
manufacturing undertakings should be called to the Appoint¬
ments Boards, which in most Universities are now giving re¬
liable help in the selection of graduates suitable for different
types of responsible w'ork. If the guiding minds of the Uni¬
versities keep in touch with leaders in the professions and in¬
dustries, the claims of liberal education and of utilitarian
efficiency may be harmonized.
13. Attention is drawn to the national and imperial need for
an increased number of women doctors. The Higher Scholar¬
ship scheme should be specially enlarged to provide full train¬
ing for suitable women for the medical profession.
14. Social service is requiring a large number of trained and
experienced workers. The action of those Universities and
Colleges who have established courses and diplomas for Social
Study is to be welcomed, and should supply women as well as
men well prepared for some of the numerous public posts
created during the last few years. Work of this kind should
be adequate^ remunerated.
15. Secretarial assistance should be provided for all but very
small schools : the absence of such assistance is uneconomical,
causing serious waste of the teachers’ influence and personality
especially cn the part of the head teacher.
III. The Supply and Training of Teachers.
1. Educational progress depends upon the possibility of
securing trained men and women with the necessary spirit
and ability. So far as men are concerned, the situation is
bad, and is certain to become worse. Before the War the
requisite number of men was not obtainable, and fewer were
Feb. 1, 1917.]
THE EDUCATIONAL TIMES.
17
■coming forward than were needed to fill vacancies ; the quality
was frequently disappointing. Now war has depleted the too
thin ranks. A complete revision and substantial improve¬
ment of the scales of salaries should be made at an early date,
in order to attract to the schools suitable men and women.
Pensions should be provided on the Civil Service scale. Half
measures, such as verbal persuasion and doles towards training
of those who do not feel any bent towards the work, are futile.
To recruit men and women of high purpose and needed ability,
the teaching profession should draw from the Universities side
by side with other professions. Teaching should be reckoned
among the professions to be strengthened by the higher
scholarships scheme.
2. In order to increase the efficiency of public schools and
ether endowed schools for boys, especially on the intellectual
side, they should be staffed -by men whose professional equip¬
ment includes training in the principles and practice of edu¬
cation ; but this should not be achieved by lowering the
standard of personal and academic qualifications.
3. More candidates for teaching in elementary schools
should take a University degree before entering a training
college, and the general standard of training should be
raised.
4. On the completion of the usual training and probationary
■courses, modern language teachers should be assisted to live
for a period of twelve months abroad, in a milieu not entirely
academic, in order the better to understand the character and
ideals of the country whose language they propose to teach.
5. It is desirable that teachers of commerce should have
actual commercial experience as well as academic and pro¬
fessional training.
6. Provision should be made for special courses, or for
special colleges, for training specialist teachers of handicraft.
If such training is being given at an institution with an ex¬
tensive range of workshops ( e.g . at a polytechnic) it will be
advantageous to allow the persons being trained to have from
time to time the free run of the workshops.
7. To supply the varying needs of different types of schools
sit will be necessary to utilize the services of artisan in¬
structors in addition to those contemplated above. Such
instructors should receive a special course of pedagogical
training.
8. The scheme of physical training given to teachers should
Incorporate the hygiene of physical exercises.
9. Opportunity should be given for women students who
purpose being senior school teachers to take a special course
of mothercraft and associated hygiene subjects. This might
be taken within a post-graduate course of training, or as a
post-training course by non-graduates.
IV. Training of Character.
1. The influence of home is the earliest, and probably the
most permanent, element in the formation of character ; the
value of good parental influence cannot be overstated. The
right kind of parental authority is jeopardized by certain
tendencies — e.g. foolish indulgence, showing itself in a senti¬
mental resentment at even proper discipline ; conditions of
modern industry, by which the father is away from home
while the children are about ; modern housing conditions,
making real home life impossible for many working-class
families ; the increase of State intervention, leading to a
weakening of parental sense of responsibility. In some mea¬
sure these dangers may be reduced by («.) more provision for
the instruction of young parents in the moral problems con¬
nected with the upbringing of children ; ( b ) closer co-opera-
fion between school-teachers and parents.
2. Large classes are a serious hindrance to character
training.
V. Curricula.
1. It is understood that the necessary arrangements will be
made for l’eligious and moral instruction.
2. In all schools there should be great attention to English
spoken and written.
3. The curriculum for children under eleven (or twelve) in
preparatory or primary departments or schools (including
those preparatory to the endowed public schools) should
include (a) physical training, games, dances, and other
aurhythmical exercises ; ( b ) handwork, based mainly on such
-primitive arts as pottery, weaving, basketry, needlecraft ;
(c) drawing, with crayon, brush, and pencil ; ( d ) language, in¬
cluding intelligent reading and learning by heart of suitable
verse and prose, training of the voice in speech, writing,
oral and written composition ; (e) simple mathematics, i.e. the
elementary study of number and space ; (/) history and
geography ; (g) the beginnings of science, by study of en¬
vironment and of plants and animals; (h) vocal music and
musical appreciation. It is recognized that manners, care
of person, cleanliness, tidiness, should be supervised and
directly taught in all schools.
4. The curricula of the middle departments of elementary
schools should be framed as the earlier part of an educational
course to be completed at seventeen through part-time de¬
partments. As a natural sequence the continuation part-time
curricula will include varied developments of the work begun
in the middle department, especially those parts more suited
to increasing maturity of mind and physique. In Group A
schools (see II 5, above) part of the course will have direct
reference to the daily employment.
5. The minimum curriculum for a pupil from eleven
to sixteen in a secondary school should include (a) Eng¬
lish ; ( b ) history; (c) geography; ( d ) a foreign language;
(e) mathematics ; (/) science ; (g) vocal music and musical
appreciation ; (h) drawing ; (i) manual work ; (j) physical
training.
VI. Examinations for Junior Scholarships. .
1. The following affords a satisfactory scheme for the ex¬
amination for the award of scholarships or free places to be
held at a secondary school, the children being approximately
eleven years old and coming mainly from the elementary
schools. A written examination, restricted to arithmetic and
English composition, should weed out the weaker candidates
and give evidence of the capacity of the more promising.
This should be followed by a brief oral examination of the
children who stand the written test satisfactorily.
2. The school record or head teacher’s report should be
taken into account in selecting scholars. Cases of marked dis¬
crepancy between the teacher’s report and the results of the
written examination should receive special attention at the
oral examination and by review of relevant circumstances.
The head teacher’s report should refer to unusual aptitude in
drawing, handwork, or subjects outside the ordinary curricu¬
lum, in the cases where such aptitude is truly exceptional.
3. At the oral examination the candidates should be asked
first to read aloud a short passage on which questions may be
put to test general knowledge. Further questions should
address themselves in part to the special bent indicated in
the school report.
VII. Research in Education.
1. Education is intended to train developing minds, a pro¬
cess the efficiency of which requires a knowledge (a) of the
minds to be trained, (») of the laws of mental development,
(c) of the most effective methods of mental training for
varying individuals or types. Such knowledge, to be reliable,
can be obtained only by special research. England at present
lags behind other great nations in respect of giving official
support to individual research and in organizing large-scale
research in education. Valuable research has been carried
out By individuals, but the benefit which should result is
largely lost through lack of organization and insufficient
publication.
2. There should be established a central institute for edu¬
cational research, which should work in close connexion with
the Board of Education and the teaching profession.
3. The formation of local research institutes and educational
libraries by the larger Local Authorities should be encouraged.
Such local institutes could usefully begin work on a small
scale.
4. In addition to the demonstration schools already re¬
quired by the Regulations, selected training colleges should
have experimental schools. The work should not necessarily
be limited to elementary education, and should be carried out
under the guidance of the college staff.
VIII. Health and Medical Service.
1. The persons whose influence on the health of children
is greatest are the parents, the children themselves, the
medical adviser (school officer or private practitioner), the
18
THE EDUCATIONAL TIMES.
[Feb. 1, 1917.
teacher, and, later, the employer. Efforts should therefore
be made to instruct parents, teachers, and employers in their
responsibilities in relation to the health of the young who are
under their control. The school medical officer should have
opportunities of observing the actual hygiene of schools,
beyond that which is afforded by routine health examination
of school children.
2. All schools (including public and private secondary
schools) should be medically inspected by a public authority.
A report or certificate should be furnished to the governing
body or proprietors of the school, dealing with the suitability
of the environment, accommodation, air space, desks, &c.,
cleanliness, lighting, ventilation, and sanitary provision.
The intervals between school inspections should not exceed
five years.
3. All children attending school should be medically in¬
spected annually. The parents should have the option of
producing the required information, at their own expense,
from their own medical attendant, in a form acceptable to the
school medical officer. The school medical officer should
visit at least once each term, and should conduct routine
examinations annually. He should examine special cases
when requested by the head teacher, who may ask for autho¬
ritative instruction for remedial action to be sent to the
parents. The head of the school should have opportunity
for consultation with the school medical officer with reference
to individual cases. The medical officer can often give
valuable advice as to the choice of suitable careers for
pupils after leaving school. The practice of parents consult¬
ing medical advisers on this point should be encouraged.
4. More air-space and better ventilation should be provided
in the classrooms of elementary schools.
5. The most urgent need for the public health is abundant
playing space for the children. Sufficient exercise for the
young means better health and efficiency in adult life. In
all towns ample play centres should be provided for the use
of children in and out of school hours, equipped with simple
apparatus and in charge of supervisors who understand
children, and can fully enter into and guide their spontaneous
activities.
6. In order to be effective, physical exercises should be
given daily for at least twenty minutes. Proper gymnastic
or games costume and shoes should be provided. Physical
education should be many-sided, to serve aesthetic as well as
developmental or remedial ends. Games should include
stretching exercises particularly in girls’ schools : hence swim¬
ming, netball, and lacrosse should be encouraged.
7. The teachers of physical exercises should attend the
medical inspection of pupils (except for parents’ option as
above).
8. Research is needed into the exact effect of different
forms of exercises on children of different sexes, ages, and
physique; particularly as to their effect on the personal
health of girls and possible influence on parenthood.
9. Every town should have access to a psychological clinic
for its children.
10. A vyeekly bath under school auspices should be secured
for all children attending elementary schools.
11. Of all expenditure on public health, school dentistry is
probably the most economically efficient. An annual dental
inspection of all children of school age is highly desirable.
12. Some factories employing young people allow thirty
minutes off-time every day, during which the young em¬
ployes are suitably exercised under trained teachers. This
action is worthy of wide imitation.
Signed on behalf of the Council,
Henry A. Miers, President.
Gilbert Murray ) ,r. _
Michael E. Sadler) ' ice-Presidents.
Wm. Garnett, Chairman.
Henrietta Busk, Hon. Treasurer.
G. F. Daniell, Hon. Secretary.
A. C. Coffin \
Agnes M. Hitchcock
Annie Lloyd-Evans __ Chairmen of
J. Howard B. Masterman f Committees.
T. Percy Nunn
A. N. Whitehead /
L’INGENUE.
By Marion Cahill.
I.
Cherie is packing her box for the last term at school.
She is singing as she moves about her room. Going to the
dressing table, she takes up a dainty little white box, which
she hastily hides behind her as her mother enters the room.
“ Cherie, darling,” says her mother, “ do not forget to put
the warm vests in your box. The Spring is apt to turn cold
suddenly.”
“ Mais oui, marnan,” answers her little daughter, dutifully.
“And, mignonne,” pursues the fond mother, taking Chffifie’s
chin by her finger and thumb and turning her face gently to
the light, “you would not dream^f putting any — any — cos¬
metics on your face, would you P That is only for the vulgar,
not for the jeune fille bien elevee.”
“ Mais non, maman ! Ce n’est pas possible! Quelle drole
idee ! ”
Her mother, satisfied, goes out.
Cherie brings the dainty little white box to the fi’ont and
reads its superscription fondly. On the lid, in letters of gold,,
runs the fascinating legend —
Pour la beaute dea dames
Adherent et invisible.
Running across the room, she pushes it deep down into the
inmost recesses of her trunk.
“ C’est 9a,” she murmurs, thankfully.
II.
Cherie at school is busy writing a letter.
“ You do not write such long letters as you used,” says her
friend, who is sitting next to her. “Always you leave the
last sheet a blank. What waste ! ”
The French are amazingly economical in the use of note-
paper. The thriftiest English person is a reckless spendthrift
compared with a “careful” son or daughter of France.
“ I have nothing to say,” answers Cherie. “ Soon I shall
be home pour toujours ! ”
In the school, letters are censored — that is to say, the chil¬
dren’s letters, both those arriving and departing, are read.
It is a wise custom, and prevails in many English boarding
schools also.
“ I do not mind having my letters read,” proclaims Cherie,.
loudly. “ Nous petites Fran9aises, nous sommes si candides ! ”
To-day, having apparently finished her letter, she departs.
But, later, she takes out the letter and a small bottle con¬
taining a colourless liquid, and proceeds to fill the blank
page. At the end of her handiwork she holds up the page-
to the light. There is nothing to be seen— the writing is
invisible. For once the advertisement on the bottle tells the
truth.
She has written nothing harmful — it is all the most
innocent nonsense. But she has Latin blood in her veins,
and she will intrigue even if it is only over the surreptitious
purchase of a few chocolates.
At first I could never understand why French girls are
kept under such strict surveillance — there is no connexion
between English “ supervision ” and French surveillance. Of
how few French words ai’e the English “equivalents” really
exact ! They convey more or less meaning, but hardly ever
the same meaning.
But I understand now why this surveillance is necessary.
It is not that the French girl is either better or worse than
her little English sister. She is different, that is all. She
has passionate Southern blood in her veins, she loses her head
quickly, is impulsive and often reckless. Heaven knows
what mischief she would get into if she were not guarded I
And, when that hot-headed careless youth is over, there is
not a more capable or more serious-minded woman than a
Frenchwoman.
III.
Cherie is putting out her white frock, and shaking its
snowy folds. It is of embroidered muslin. She had desired
a white silk, and her mother and father were quite willing
that she should have it. But, at the last moment, just as they
were going to purchase it, her father’s sister’s- husband’s-
Feb. 1, 1917.]
THE EDUCATIONAL TIMES.
19
-cousin twice removed, called and said that muslin was more
appropriate for an ingenue, and, in spite of Cherie’s tears and
temper, muslin it had to be.
Ij ingenue fled to her room.
“ Ah ! ” she cried ; “ they dare not treat me like this if I
were married ! It is because I am Mademoiselle ! Wait —
wait until I am Madame ! ”
Now, as she adjusts the pretty frock to her pretty figure,
she remembers regretfully that, but for the interference of a
distant relative, it would be silk.
“ I wish I were an Anglaise,” she thinks. “ In England,
that so happy country where everyone is free — even the jeune
.fille — there are no relations to a gacer one. There, in that
happy island, each goes her own way — she is not pursued
by the cousin of the husband of the sister of her father! ”
IY.
To be really independent the French girl must be married.
Only so does she achieve freedom. She escapes one bondage
by assuming another. The new yoke she does not mind,
because husbands can always be “ managed.” Then, too, the
French marriage is often true double harness. The bride
has generally a dot, and is often a bread-winner besides con¬
tributing her quota to the upkeep of the menage. The system
of the dot is a very good one for the girl ; it makes her inde¬
pendent of her husband to a certain extent, and therefore
more self-respecting. But I do not think it is equally good
for the husband. There must be many a moment when the
bride wonders which was the supreme attraction — herself or
her money. Then, too, the position of the husband is higher
•or lower in the social scale according to the size of the dowry.
After all, there is something to be said for the despised
English system — marriage for love or not at all.
Cherie is so anxious to escape from her annoying relative
that she is determined to marry at ail costs. She has begun
to take steps. Her uncle, the cure, is her confidant. He, too,
is anxious to see Cherie settled, and, with the mingled sim¬
plicity and kindliness of a French priest, he has undertaken to
find her a husband.
“ I know a very good boy. At present he makes his ex¬
aminations, but after he will have a very good position.
Non, las ! He is not in Paris, but in the country ; but when
he comes to Paris you shall see him.”
“Aud,” said Cherie to me later, “we shall live in the
•country. I would prefer Paris, but one cannot have every¬
thing, and, after all, it will be better for the children.”
“ What children F ” I asked, surprised.
“ Our children,” said Cherie placidly, and without turning
a hair.
The mingled innocence and sophistication of French girls
is a constant source of surprise to me.
One day, watching a regiment of Highlanders swinging
past in kilties, with the bagpipes skirling, Cherie exclaimed :
“ Those knees, there ! I find them shocking ! ”
“ They are splendid,” I exclaimed indignantly. “ I’ve
never seen a more magnificent set of men.”
Later, in a perfectly innocent book that one of the elder
girls was reading, there came an expression : “ Elle marchait
autour de la chambre en pantalons brodes.”
“ Do not translate,” I said. “ Go on.” But already Cherie
had read aloud : “ She marshed arrround ze rrroom in em-
broidaired trousaires.”
“ Quest que c’est shocking in that P ” she asked brightly.
“ Nothing in your version,” I answered. “ Go on.”
But the marriage of Cherie and Jules Adolphe depends on
many contingencies, not the least of which is the War.
I have fancied that she is not quite so keen on it as hereto¬
fore. I find the reason is that the annoying relative has
changed very much. She has, alas, lost her husband and her
two sons at the front, and I think she will never have the
heart to interfere over a muslin frock or anything else of
Cherie’s again.
Y.
Cherie is a marraine. She has “ adopted ” an unknown
soldier at the front. He writes to her most gravely and re¬
spectfully, “ My dear Godmother.” And she replies demurely,
“ Dear Godson.” She advises him about his health and his
soul. She has sent him a medal of his patron saint, and he
has responded with the helmet of a Boche, which he had
converted into a very pretty flower basket.
“ I think be is handsome,” said Cherie dreamily, “ with
beautiful brown eyes and a moustache.”
“ He is probably forty-five, and a p'ere de famille,” 1
answered cruelly.
He, poor man, evidently thinks he is corresponding with a
white-haired old lady, or so some of his remarks would lead
one to expect.
* * * * *
They have met. He is fifty, with a beard, and he wears
spectacles. Cherie had expected the Apollo Belvedere, and
was bitterly disappointed. The roles, however, are reversed.
He has adopted her, and is going to introduce her to his own
daughter, who is of the same age as Cherie.
“ Thou wilt be a good companion for her,” he said gently.
“ Thy letters were hien serieuses and tres sages.”
YI.
Essential wit is common to the human race, and is under¬
stood by every nation. But each nation in course of time
produces a humour of its own, which is individual to
it, and only appreciated to the full by those who have
produced it.
I would as soon think of quarrelling with racial character¬
istics as with the sun for rising in the east, or with a dog
for wagging its tail.
I saw, a little while ago, in one of our papers, a story of
some people who, lost in the fog, wandered up and down
the same street for hours, and at last in despair knocked at a
door to ask their whereabouts, and found it was their own
house.
I showed this to a Frenchwoman. She laughed so much
I began to wonder if it had unsuspected points. “ Quelle
mechante histoire ! ” she said.
I read it again bewildered. And then, in a mistaken
moment, I began to explain. I ought to have known better.
Months ago I took to heart the advice of dear Thomas a
Kempis to “ leave everyone to his own way of thinking.”
And, at the end of a wild-eyed half-hour, I gave it up.
Later, I heard her relate it to another of her compatriots.
“ Oh, la, la ! ” she exclaimed. “ Quelle mechante histoire ! ”
What is there in that innocent little story that is so very
naughty ? I am still wondering.
So, when I saw Cherie with a book of Captain Bairnsfather’s
sketches, entitled, “ Fragments from France,” I knew some¬
thing interesting was coming.
Everyone knows the cover : “ Well, if you knows of abetter
’ole, go to it.”
Cherie regarded it seriously. “ How could he go, Made¬
moiselle, in that terrible firing P ”
“ How, indeed P ” I answered lightly.
When she came to the “ strawberry jam ” episode, she said
to me thoughtfully —
“Why does everybody in England love jam, Mademoi¬
selle P ”
“ They don’t,” I replied. “ I don’t, for one.”
“ Well, everybody but you,” she said.
I overheard two young French officers discussing this
sketch. One was explaining it to the other.
“ It refers, of course, to the national love of confitures,” he
said, gravely.
“ Ah, 9a ? ” said the other, politely.
YII.
“Next Sunday,” announced Cherie, “I shall be at home.
Ah ! quel bonheur l”
“ And what shall you be doing this time next Sunday P ” I
asked.
“ I shall be sitting in the Bois with my parents making
mock ! Oh ! it is lovely to make mock ! Do you make mock
in England, mademoiselle P Of everyone who passes I say
something. ‘ Monsieur walks like an elephant ; Madame like
a crab.’ Oh ! It is lovely to make mock ! ”
“ It does not sound very polite,” I remarked. “ In England
we do not permit personalities. If we cannot be funny
without, then we must be silent, that is all ! C’est triste, 9a,
n’est-ce pas ? ”
20
THE EDUCATIONAL TIMES.
[Feb. 1, 1917.
But the truth is the French are a nation of moqueurs :
If a French man, woman, or child thinks of a bon mot, out
it must come, whatever the subject, whether sacred or profane.
One can generally tell what the French mean by looking at
their eyes. They, apparently, have not the same control over
their eyes as over their mouth. Often when the mouth is
smiling, the eyes are hard and mocking ; and when the mouth
is severe, the eyes may be gentle in expression.
VIII.
Naturally, there are as many types of French girls as there
are individuals. But the average French girl is a bewilder¬
ing mixture of grave and gay, innocence and sophistication.
Her worst faults are vanity and selfishness, with a casual
insincerity.
Ch^rie will not admit that she has. a fault. She is not
vain ; she merely conserves the gifts with which le bon Dieu
has endowed her. She is not selfish ; she is only protecting
herself against other selfish ones. She does not tell untruths ;
she merely tells as much of the truth as she thinks it ex¬
pedient for her elders to hear.
Her most dangerous quality is her love of emotion. One
day I had found fault with Oherie for some work which was
badly done. Some hours later she was still in floods of tears.
“ It is foolish to cry like that. You should learn to control
yourself,” I said to her.
“ Ah ! it is so nice to cry,” she gasped. And I felt that
she was thoroughly enjoying herself.
She is generally gay, often insouciante, sometimes capri-
cieuse, and — shall I say it? — she is un peu intriguante.
But, with it all, she is gentle, grateful, and affectionate — in
other words, innocent, but not ignorant, she is a true type
of the French ingenue.
REVIEWS.
A Defence of Classical Education. By R. W. Livingstone.
(4s. 6d. net. Macmillan.)
Mr. Livingstone’s subject may be approached from two
standpoints. “ The claim of Latin and Greek to a place in
education ” is one thing : it is quite another to maintain, with
Prof. Hofmann, “ that all efforts to find a substitute for the
classical languages, whether in mathematics, in the modern
languages, or in the natural sciences, have been hitherto un¬
successful ; that after long and vain search we must always
come back finally to the result of centuries of experience ; that
the surest instrument which can be used in training the mind
of youth is given us in the study of the languages, the litera¬
ture, and the works of art of classical antiquity.” Mr. Living¬
stone adopts the more modest standpoint, and makes out quite
a good case for the classics as an instrument of training.
With all that he says, in his two delightful chapters on the
case for Latin and Greek, most of his readers will cordially
agree. His claims for humanism will be at once granted ; but
the fundamental question remains whether Greek and Latin
are entitled to a monopoly of humanism. The really valuable
part of the book lies in Chapters Y and YI, where the author
faces his problem by dealing with the educational advantages
of the classics, illustrating by reference to grammar and
prose composition. In comparing Greek with the modern
languages, Mr. Livingstone tells us that “the topic requires a
book.” We cordially agree, and can only regret that he has
not seen his way to write such a book iustead of the present
one. . His treatment of the technical aspects of grammar is in
the highest degree interesting, and carries much more convic¬
tion than his charming generalizations on the literary merits
of classical authors.
Though Mr. Livingstone tells us that there is no science of
man, and that “ it is very hard to assert anything definite in
education, because of the great difficulty of knowing the pre¬
cise effect on a boy of any particular branch of study,” he’
himself demonstrates, in his analysis of the mental effect pro¬
duced by the study of the accurate shades of meaning of the
Latin sentence, that at least a beginning has been made in the
scientific investigation of educational processes. But it is a
significant fact that a writer of the breadth and culture of
Mr. Livingstone should venture to discuss a subject such as
he has chosen without the slightest reference to modern psy¬
chological investigations. He gives no evidence of ever having
heard of the vexed question of Formal Training, and makes
no reference to the newer statistical methods or to the appli¬
cations of the correlation formulae. He may not believe in
the newer forms of psychology, .and may regard with suspicion
the new-fangled formulae, but he can hardly expect to be taken
seriously if he persists in disregarding the modern methods
adopted in dealing with the matters of which he treats. The
problem is not nearly so simple as this book would lead us to
believe. Mr. Livingstone tells us that “ in this country tradi¬
tions take the place of theories ” ; but he does not work out the
implications. Had he done so he would have been led along
a path that makes for illumination. Some of his remarks,
however, show that he is not far from grace in this matter.
The last chapter treats of reforms, and deals in a broad and
sympathetic way with what is, and what might be, in the
teaching of the classics in our schools. It is quite likely that
this chapter will attract more attention among schoolmasters
than any other part of the book, since it concerns itself with
compulsory Greek and other burning topics. We cannot
sufficiently praise the admirable spirit in which contentious
matters are here treated. There is a sweet reasonableness and
a persuasiveness about the arguments that cannot fail to im¬
press every fair-minded reader, whatever his prejudices. In
point of fact, there is nothing in the book more likely to im¬
press the philistine than the honesty with which the author
admits weaknesses and sets about suggesting remedies.
Mr. Livingstone is rightly concerned about the need for a
new and fresh appreciation of the subject-matter of the clas¬
sical writers. He pleads for what Oliver Wendell Holmes
would call a “ depolarization ” of the common texts. We cor¬
dially agree ; but we would remind him that the depolariza¬
tion need only apply to the teachers. The pupils always come
fresh. Besides, it must be remembered that the very need for
depolarization is accompanied by the compensation that the
constant use of the same texts has led to a perfection of the
teaching technique that is commonly regarded as one of
the main advantages of classical education. We hope that
Mr. Livingstone will realize that the writer of this review is
no opponent of the teaching of the classics. We who have-
gone through the mill, and have invested many years of time
and energy in the study of the classics, cannot read this book
without a certain glow of satisfaction. Our conviction is re¬
inforced that our study of Latin and Greek has not been in
vain. But we doubt whether the new generation will be
satisfied with this orthodox and scholarly presentation of the
case. The younger people who are giving themselves up to-
the study of education will, we fear, ask certain questions to
which no answer is provided in this volume.
At the foot of page 233 is begun a sentence that does not
end intelligibly. We hope that it is an intuitive foreknow¬
ledge that has caused Mr. Livingstone to turn the Yice-
Chancellor of Leeds into a knight. The book has no index.
Chart of the Natural Progression and Co-relation in School
Subjects from the Child’s Point of View. By Isabel White
Wallis. (Is. 6d. net. H. K. Lewis.)
We have here a huge chart on which is set down a scheme
of work for children, arranged by ages in periods of two years
— eight to ten, ten to twelve, twelve to fourteen, fourteen to-
sixteen (eighteen). It is built on concrete foundations already
formed in Froebel or Montessori schools or in home life.
“ It is not a school time-table, but a suggestion for the guid¬
ance of the teacher, and should help him to focus the details
of his term’s work.” We are told that it should also prove
useful to the head teacher in maintaining a continuity in his
curriculum, even if handicapped by frequent changes of
teachers. We cannot say that we are hopeful on this score.
The value of the chart lies rather in guiding those who are
conducting the education of pupils at home or at such schools
as are free from all external expert control. Naturally the
chart is open to all the criticism that inevitably follows any
attempt at the classification of the elements of the curriculum.
For example, many people will resent the separation of geo¬
metry from mathematics. Some will point out omissions,
others will complain of excess of material. The drafter has-
Feb. 1, 1917.]
THE EDUCATIONAL TIMES.
21
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By J. B. REYNOLDS, B. A.
REGIONAL GEOGRAPHY
Demy 8vo, cloth, each containing many Illustrations, Maps,
and Diagrams. Price 2/- each.
THE BRITISH ISLES THE AMERICAS.
EUROPE and the Mediterranean ASIA.
Region. AFRICA and AUSTRALASIA.
THE WORLD. Containing 147 Maps and Diagrams. Price 3/6.
JUNIOR REGIONAL GEOGRAPHY
Small crown 8vo, cloth. Each containing many Illustrations,
Maps, and Diagrams. Price 1/6 each.
CREAT BRITAIN AND IRELAND.
IRELAND and Creat Britain in
Outline.
BRITISH EMPIRE with its World
Setting.
EUROPE and the Medit. Region.
THE AMERICAS.
ASIA.
THREE SOUTHERN CONTINENTS.
THE WORLD. Containing 78
Maps and Diagrams. (2/6.)
BEGINNERS’
REGIONAL GEOGRAPHY
Each containing 30 page Illustrations, 15 of which are in
colour. Price 1 /- each.
ASIA. THE AMERICAS. AFRICA and AUSTRALASIA.
BRITISH ISLES. ' EUROPE (in preparation).
By Prof. L. W. LYDE, M.A., F.R.G.S.
SCHOOL CEOGRAPHY
Small crown 8vo, cloth. Each containing Problems and
Exercises, illustrated with Diagrammatic Maps.
Price 1/6 each.
AFRICA. SOUTH AMERICA. BRITISH EMPIRE.
ASIA. EUROPE. BRITISH ISLES.
NORTH AMERICA. AUSTRALASIA and THE WORLD (Price3/6).
EAST INDIES.
SHORT TEXTBOOK OF GEOGRAPHY. Con¬
taining 83 Diagrams. Price 3/6.
COMMERCIAL GEOGRAPHY. Containing Maps, &c.
Price 3/-.
MAN IN MANY LANDS. An Introduction to the Study
of Geographic Control. Containing 24 full-page Illustra¬
tions in colour. Price 2/6.
JUNIOR GEOGRAPHIES
Each containing many Maps and Illustrations, also Problems
and Exercises illustrated with Diagrammatic Maps.
Price 1/6 each.
ENCLAND AND WALES, III. AFRICA, Va.
BRITISH ISLES, IVa. ASIA, Vb.
EUROPE, IVb. THE AMERICAS, Vc.
BRITISH EMPIRE, IVc.
A. & C. BLACK, Ltd., 4, 5, & 6 SOHO SQUARE, LONDON, W.
IQgrMl EH GAM SCQQ tHOalcg GAM SC G 0 ODSZcQ a GAM SC Q 0 OGHAM7; SI CMC; SC G G DPOaM7; a GAM SC G n A-ATMMI] sfi 17
undertaken the thankless task of providing a battleground ;
but her work will not be without value to the increasing
number of people who wish to reach an independent view
of the nature and functions of the curriculum.
OVERSEAS.
School and Society has an interesting article in its Novem¬
ber 25 issue on the effects of the War on the publication of
educational journals in Europe. It gives us a little paragraph
all to ourselves, and mentions that it is “ significant ” that
The Educational Times is to appear only four times a .year
during the period of the War. We should have thought it
was more significant that seven German educational journals
had dropped from twelve times a year to once a year, and that
eleven had stopped altogether. The article shows that many
of the magazines have been reduced in size, and that often two
or three numbers are published together. The Americans
complain that the British censor prevents them from getting
a regular supply of educational journals.
Education (Boston) for November deals with the American¬
ization of immigrants. So important has the immigrant
question become that there is a review established dealing
with this matter, under the title of Immigrants in America
Review. In this review appeared the definition of the aim
of Americanization as “ to give the immigrant the best
America has to offer, and to retain for America the best in
the immigrant.” It is recognized that the whole social life
of the immigrant tends to Americanize him, but at the same
time it is felt that to the public school must fall the main re¬
sponsibility for completely assimilating the foreign additions
to the population. Here the importance of language teaching
gets an excellent advertisement. In some of the American
cities half a dozen languages are taught besides English, and
the question is being raised whether this is desirable. If
these languages are taught by persons who are natives of the
country in which they are spoken, it is felt that more than the
language will be taught, and that a foreign atmosphere will
come into the American classroom. It is one thing to teach a
foreign language as a means towards culture, and in so doing
make every effort to create a foreign atmosphere ; but it is
quite another to train up foreigners in their own language by
their fellow foreigners in such a way that English (or, if you
like, American) becomes the foreign language. Curious
problems arise through this Americanization. Educators
and social workers tell us that many immigrant homes are
broken up in the process. Children become antagonistic to,
or even ashamed of, their parents. Manifestly the policy of
Americans is to establish, at whatever cost, an environment of
American speech and American thought among all their im¬
migrants. There has certainly been a tendency to allow
segregation of certain nationalities in certain districts. The
American people are beginning to realize the dangers in¬
volved and are inclined to take strong steps to avert them.
It is not, of course, our affair, but we naturally rejoice in the
encouragement of English speaking. Besides, our language
teachers at home may learn something to their advantage in
the discovery of the far-reaching effects of language teaching.
The matter of smoking at college is not a vital problem with
us. It appears to be different on the other side of the Atlantic.
The question is there put : “ Is the college * smoker ’ a worthy
social institution ? ” and at least one writer — Herschel T.
Manuel, of Clark College — answers with a very emphatic nega¬
tive. It will rather startle our good, easy-going English col¬
lege men to learn that smoking, “ with reference to the larger
group, is unsocial.” Next, it is too costly “ for the returns.”
Then it is unsanitary, unhygienic (two distinct charges these),
and is the cause of nearly 12 per cent, of all the fires that take
place. So far against smoking in general; but Mr. Manuel
makes a direct application by concluding that “ the college
‘ smoker ’ tends to spread and make permanent in the lives of
students the practices which have been described above as un¬
desirable.” The United States Tobacco Journal naturally holds
a brief for the opposite side. Edison, the inventor, takes a
hand, and the Journal of the American Medical Association
yields copious quotations. But on this side, at any rate,
22
THE EDUCATIONAL TIMES.
[Feb. 1, 1917.
college men — for college Avomen we dare not speak —
will probably insist upon keeping an open mind, instead of
accepting the conclusion that “ the college ‘ smoker is par¬
ticularly out of harmony with the best ideals of that for which
a college should stand.”
As a counterpoise to this attempt to limit the freedom of
f,he male social unit may be placed the general trend of
American opinion in favour of the increased liberty of the
feminine unit. This is well illustrated in an interesting
account of a questionnaire contributed to the December num¬
ber of the Pedagogical Seminary, under the title of “ The
Effects of Social Restrictions on the American Girl.” The
point of departure is marked by the sentence, “ It is a matter
of awe and wonderment to one who becomes conscious of how
little we are ourselves, and how much we are what society has
made us, to reflect that the hopes and fears of young lives
'How in such deep-worn channels of standards, codes, and
■tastes, shaped without reference to the personal happiness of
the individual.” As to the result of the investigation, it is
more interesting than useful. We are, indeed, at the stage at
which the important thing is the collection of material, and
■this pioneer work the Seminary is doing in a very industrious
way. The old-fashioned reader is appalled at the masses of
figures into which the facts of human nature are welded in
these pages. The self-satisfied person should get a friendly
warning not to dip into the Seminary. Somehow its contents
have a way of making the reader less confident that he knows
all there is to be known about education.
There appears to be some dissatisfaction with the oral
•examination that forms a test of a candidate’s fitness to re¬
ceive the degree of Doctor of Philosophy in American Uni¬
versities. Miss Martha Hale Shackford, in the Educational
Review (New York), resents it as a nerve-racking and humili¬
ating experience for the candidate, and suggests that the only
reason for its .retention is perhaps “ a last desperate endeavour
to impress the candidate with the spectacle of academic auth¬
ority.” To us there does not seem to be an excess of authority
in a process that is known by the contemptuous name of “a
■ quiz.” To the Eastern mind, however, it appears that there
is something to be envied in the American relation between
students and professors. A writer in the Indian Educational
Revieiv relieves his mind as follows : — “ I am told that in
America there is a University Day, when students, past and
present, and all the professors, meet and mix together, with
the distinctive flags of their respective Universities in their
■ hands, and make a merry day. Some past students, even sixty
years old, also attend, and take an active part in enjoying the
day, and dance about ! This is how a student is bound to his
• college, professors, and University.” We wonder.
GENERAL NOTICES.
RELIGION.
A Spiritual Pilgrimage. By R. J. Campbell.
(7s. 6d. net. Williams & Norgate.)
When it was known that the Rev. R. J. Campbell had left the
L ity Temple and. was to receive Anglican Orders, wide interest was
aroused. Not in any spirit of impertinent or vulgar curiosity, but
from a desire to know something of the workings of the spiritual life
of a remarkable man, both Free Churchmen and Anglicans looked for
a statement. The book before us is an answer to the desire. In it
Mr. Campbell traces his life and spiritual experiences.
A Call to Baptismal Reform : A Bible and Prayer Book Study
By “ Archippus.” (3s.6d.net. Allen & Unwin. )
Seventeen years ago Bishop Westcott thought that the next great
Christian controversy would be about baptism. This remark stirred
Archippus to write this book, in which he maintains that both
sacraments should receive equal honour. It is published now
somewhat earlier than the author had intended, in view of the
National Mission.
EDUCATION.
Slttdtes it » Education. By M. W. Keatinge. (4s. 6d.net. Black.
Readers of Keatinge s Suggestion in Education will welcome anothe
\ olume from the same pen. In his preface the/author modest!
wonders why people read his books, but, as his publishers assure hii
that they do so, well, he offers another volume. And “ people” ar
right : Mr. Keatinge is readable. This volume has evidently arise
•out of lectures to students at Oxford. There is an impartial presenta
tion of various and sometimes opposing views that stamps the Uni¬
versity lecturer. At the same time, Mr. Keatinge has his opinions.
Of these, perhaps, the one he advances most persistently and with
the greatest persuasion is the need of aesthetic in education : the
years of school provide the time for learning the arts of self-expres¬
sion, which in later life will be enjoyed. Two important chapters
deal with Education and Biology, giving the views of biologists and
criticizing them with some acumen. Biologists tell schoolmasters
that they cannot make a silk purse out of a sow’s ear ; but school¬
masters know that they can help to give the guinea-stamp that makes
the formless gold of value.
GREEK.
Deigma : A First Greek Book. By C. Elamstead Walters and R. S.
Conway, with the co-operation of Constance I. Daniel.
(3s. 6d. Murray.)
For many years there has been a very definite lack of a Greek book
for beginners, which should carry out the more modern views of
teaching classics. This book is assured of an immediate success, so
soon as it becomes known. Generally, the lines followed are those of
the authors’ Limen. In detail there must be a distinction, because
Greek is usually begun later than Latin. Deigma is specially drawn
up for the boys and girls in municipal, county, or other schools where
the study of Greek is begun at the age of fifteen or later. Accidence
and syntax are taken together, point by point, each illustrated by a
Greek passage and followed by exercises. The Greek passages are
specially adapted as an introduction to Greek literature. The third
of the fellowship of authors has been and is teaching Greek at school,
and this ensures that the book is as suitable for school use as for Uni¬
versity students. After two years’ work in this book (a marvellous
production for 3s. 6d.) the pupil is ready to tackle tragedy and
history.
The Rhesus of Euripides. Edited, with Introduction and Notes, by
W. H. Porter. (Cambridge University Press.)
The text is based on Prof. Gilbert Murray’s edition, and the com¬
mentary follows those of Paley and Vater. Prof. G. Norwood writes
an appendix on a disputed passage. The introduction deals fully with
the vexed question of authorship. The non-critical may feel that, if
Prof. Murray is content to include the play in his edition as the work
of Euripides, it will, at any rate, be worth reading. The notes are
full and scholarly.
ENGLISH.
“The New Hudson Shakespeare.” Revised and edited by E. C.
Black. — Coriolanus , King John, Richard III, Romeo and Juliet.
(Is. 6d. per vol. Ginn.)
These are pleasant volumes to look at, to hold, or read. Critical
research has continued its investigations since the first appearance of
Dr. Hudson’s edition, and consequently a new edition under skilled
editorship was called for. The editing is scholarly, but the scholar¬
ship does not obtrude and spoil the reader’s enjoyment of the play.
The notes are given at the bottom of the page.
Romola. By George Eliot. Introduction and Notes by
C. B. Wheeler. (‘2s. 6d. net. Milford.)
This is one of the volumes of annotated English classics that Mr.
Wheeler has edited and is uniform in appearance with the others.
The type is fairly clear, and perhaps the paper is not too thin ; but
to get 600 pages of text besides introduction and notes into a handy
half-crown volume requires economy somewhere. The introduction
is helpful and many of the notes are necessary for the modem reader,
especially when he or she is young.
“Standard English Classics.” — (1) Goldsmith’s Deserted Village, The
Traveller , and Gray’s Elegy in a Country Churchyard. Edited,
with Introduction and Notes, by Louise Pound. (2) Coleridge :
The Rime of the Ancient Mariner, Christabel, and Kubla Khan.
Edited, with Introduction and Notes, by Lincoln R. Gibbs.
(Is. each volume. Ginn.)
Tidy little volumes : type and paper good ; all needed information
to ensure understanding is given.
Style and Composition : the Principles of Criticism in Literature. By
Prof. Hastings Crossley. (Is. National Home-Reading Union
Pamphlets.)
A pamphlet that will well repay reading in these days, when the
spread of the mechanical art of reading, together with the cheapness
of production, have flooded the country with printed matter and con¬
fused the idea of what Literature is.
HISTORY.
Handbook of the History and Development of Philosophy . By the
Rev. J. 0. Bevan. (5s. net. Chapman & Hall.)
Mr. Bevan begins his book with a list, in chronological order, of
writers on philosophic subjects. This is followed by a section con¬
taining brief notices of prominent men associated with philosophic
thought : these are arranged in alphabetical order, and are mainly
biographical. The third section contains an alphabetical list of the
various philosophical systems with a concise definition of each. These
Feb. 1, 1917.]
THE EDUCATIONAL TIMES.
23
three compilations are very useful for reference and will interest the
general reader who is not well versed in philosophical writings ; but
of course the latter part of the volume, in which the author himself
deals with the subject, is the most important. Mr. Bevan thinks
rightly that after the war many subjects will call for philosophical
discussion, and he offers himself as a guide to philosophic systems.
Denmark and Sweden , with Iceland and Finland. By Jon Stefansson.
Preface by Viscount Bryce. (5s. net. Fisher Unwin.)
Denmark, Iceland, Sweden, and Finland are dealt with in different
sections of the book, but a synchronistic table of events unites their
histories. Lord Bryce writes a preface by way of introducing to
English people Mr. Stefansson, who is an Icelander. The book is
well printed and contains many interesting illustrations. The chapter
on Iceland is especially full.
Medieval and Modern Times. An Introduction to the History of
Western Europe from the Dissolution of the Roman Empire to
the Opening of the Great War of 1914. By James Harvey
Robinson. (6s. 6d. net. Ginn.)
This is a revised issue of the author’s “Introduction to the History
of Western Europe,” which appeared fourteen years ago. Some
chapters have been reduced in order to give space for a fuller treat¬
ment of modern times. The book is designed for elder students at
school or for University use. A special feature is the large number
of maps, portraits, and illustrative plates.
Ancient Times. A History of the Early World. An Introduction to
the Study of Ancient History and the Career of Early Man. By
James Henry Breasted. (6s. 6d. net. Ginn.)
This volume is very attractive in appearance, and the illustrations,
maps, and diagrams (some in colour) are admirably designed to help the
understanding of the text of over 700 pages. Part I deals with the
earliest Europeans of the Early Stone Age. Egypt and the Dwellers
on the Nile, Babylonians, Assyrians, and Hebrews come in Part II.
The Greeks, The Mediterranean World, and The Roman Empire com¬
plete the volume. The style is sufficently simple for school use. It
should prove a fascinating volume to lovers of history.
The Manufacture of Historical Material. An Elementary Study in
the Sources of Story. ByJ. W. Jeudwine. (6s.net. Williams
& Norgate.)
Mr. Jeudwine analyses early sources of our knowledge of History,
showing how records have arisen from oral traditions and how they
may be judged and their value estimated.
The Days of Allcibiades. By C. E. Robinson. With a Foreword
by Prof. C. W. Oman. (5s. net. E. Arnold.)
The type, paper, illustrations, and appearance of this book render
it an attractive volume. The sixteen plates, including such scenes as
a Pyrrhic Dance and the Interior of a Greek House, are, as the author
says, largely conjectural ; but they are based on sound evidence and
add greatly to the reader's enjoyment. The twenty-one chapters of
which the book consists are sketches of life as the author deems it to
have existed in the days of Alkibiades : a battle at sea, a funeral, a
trial bjr jury, Olympia — these are a few of the subjects treated. And
they are treated from the recent standpoint of writers who decline to
admit that the history of Greece is dull : they make it live in their
descriptions as they feel it to be alive in reality.
HUMANITARIANISM.
The Flogging Craze. A Statement of the Case against Corporal
Punishment. By Henry S. Salt. Foreword by Sir George
Greenwood. (2s. 6d. net. Allen & Unwin.)
Mr. Salt, as Honorary Secretary of the Humanitarian League, has
carefully followed the controversies on the subject of flogging, and
writes with full knowledge. He traces the use of the lash historic¬
ally, and discusses its effect, denying absolutely its value for moral
reform or as a deterrent from wrongdoing.
FRENCH.
Carte de Grammaire. Arranged by L. E. Theedam.
(6d. net. Mills & Boon.)
On a single sheet of paper which, when folded, could be carried in
the pocket without destroying the shape of the coat, Miss Theedam
has contrived to arrange all the essentials of French accidence :
plurals of nouns and adjectives, feminines of adjectives, pronouns of
all sorts, four regular verbs in full, the two auxiliaries, and the
necessary parts of the commoner irregular verbs are all set out in
a clear and concise manner. One feels, however, that the paper would
wear out before its contents were known, and one would prefer a cover
and stitching.
GERMAN.
A Scientific German Reader. Edited, with Introduction, Notes, and
Vocabulary, by Herbert Z. Kip. (5s. net. Milford.)
This is a volume in the Oxford German Series by American
scholars, of which Dr. Julius Goebel is the general editor. The
primary aim of a scientific reader is to introduce the student to, and
prepare him to explore, scientific writings. Consequently we have
extracts from recognized authorities on anthropology, astronomy,
biology, botany, chemistry, geology, meteorology, and physics.
These extracts, which cover 240 pages, are accompanied by the
necessary explanatory illustrations ; about 80 pages of notes and
a vocabulary running to more than 100 pages, complete the volume.
In his introduction the editor argues in favour of a reading book such
as this in preference to imaginative works or belles lettres on the ground
that scientific literature arouses a critical state of mind and requires
constant reference to atlases, charts, and encyclopaedias, which may
lead to first-hand investigation.
MATHEMATICS.
Dynamics. Part I. By R. C. Fawdry. (Bell.)
The author aims at providing an elementary treatise suitable for
the non- specialist in mathematics, and has issued this hook as a com¬
panion volume to Part I of “ Statics.” The subjects treated are :
Kinematics, Falling Bodies, Kinetics, Velocity.
Warren's Table Rook. By the Rev. Isaac Warren.
(3d. Simpkin, Marshall.)
This little book contains tables of the weights and measures used in
the British Empire, with the metric system of weights and measures,
and an account of the Calendar. Originally issued in 1889, a new
edition has now been called for, and the author proposes to give half
the net profits to assist wounded Irish soldiers.
Longmans' Explicit Arithmetic for Girls. Book VI.
(Pupils’ book, 5d. ; Teachers’ book, Is.)
The pupils’ book contains 72 pages of examples, of a commercial
or domestic nature. The teachers’ book gives in addition the answers,
notes of typical lessons, and oral exercises.
Lectures on Ten British Mathematicians of the Nineteenth Century.
By Alexander Macfarlane. (5s. 6d. net. Chapman & Hall.)
The mathematicians are: George Peacock, Augustus de Morgan,
Sir William R. Hamilton, George Boole, Arthur Cayley, W. K.
Clifford, Henry J. S. Smith, J. J. Sylvester, T. P. Kirkman, Isaac
Todhunter. There are portraits and an index. Dr. Macfarlane de¬
livered these lectures at Lehigh University during the years 1901 -
1904, and they have now been published by his literary executors,
who promise a further volume.
( Continued on page 24.)
The Publishing* House of FRANCIS HODGSON,
89 FARRINGDON STREET, LONDON, E.C.,
will be maintained and conducted under the same title and style as heretofore by the new Proprietor of
the business, Mr. F. Hugh Vallancey, who was for several years Manager under the late Mr. Francis
Hodgson, and on Mr. Hodgson’s death succeeded him as sole Proprietor.
As Publisher and Advertisement Contractor to The Educational Times and the other official publican
tions of the College of Preceptors and other important Educational Bodies, Mr. Vallancey will hope to
enjoy a continuance of the confidence and support of the educational public.
Please address all communications as heretofore :
FRANCIS HODGSON, Publisher, 89 Farringdon Street, Ludgate Circus, London, E.C,
Telephone: CITY 4871.
24
THE EDUCATIONAL TIMES.
[Feb. 1, 1917.
American Journal of Mathematics. Edited by Frank Morley.
Volume XXXVIII, No. 4, October, 1916. (1 dol. 50 cents.
Baltimore : Johns Hopkins Press.)
The contents include articles by Henry Taber, C. H. Sisam, W. D.
Macmillan, Walter B. Ford, H. It. Kingston, and H. C. Gossard.
Robert of Chester's Latin Translation of the Algebra of Al-Khoivarizmi.
With Introduction, Critical Notes, and an English Version by
Louis Charles Kaspinski. (2 dols. Macmillan.)
One of the Humanistic Series of the University of Michigan
Studies. There are four plates showing pages of manuscripts in
facsimile and twenty-five diagrams in the text.
SCIENCE.
Chemistry : Second Stage. By F. P. Armitage, with the assistance of
L. S. Dawe. With Diagrams. (2s. 6d. Longmans.)
This is a continuation of the author’s “ First Stage.” The method
advocated of dealing with demonstration, experiment, and note
writing is detailed. A number of questions are added, and also a list
of remedial measures for laboratory accidents.
Practical Experiments in Heat and Light. By W. St. B. Griffith and
P. T. Petrie. (3s. 6d. net. Rivingtons.)
The aim of the authors has been to compile, from their laboratory
notes, a series of experiments that can be done by boys between the
ages of thirteen and twenty. It is designed for use in conjunction
with a textbook or laboratory lectures. The two sections of the book
are quite distinct.
HYGIENE.
(1) The Principles of Health Control. By Francis M. Walters. (4s. 6d.
Heath.) (2) Crowley's Hygiene of School Life. By C. W. Hutt.
(3s. 6d. net. Methuen.)
These two volumes form part of a veritable stream of books con¬
nected with the hygiene of school life, which has reached us lately.
Their issue is a sign that in future few British boys or girls will be
left in puzzled ignorance of the structure and functions of their own
bodies. Mr. Walters writes mainly with a view to corrective work,
so that a knowledge of how to keep the body healthy may be acquired
during school life. It is a book for teachers or for elder students : the
illustrations are unusually good and clear, and there is a full index.
Mr. Hutt has reissued Dr. Crowley’s work written seven years ago.
Short as the time has been, school hygiene has made great strides, and
Dr. Hutt has brought Dr. Crowley’s work up to the present date. It
is addressed in the main to members of Local Education Authorities,
and shows what medical inspection and medical care should aim at.
BOTANY.
Jllustrations of the British Flora. A Series of Wood -Engravings,
with Dissections, drawn by W. H. Fitch, with additions by
W. G. Smith. Fourth Revised Edition. (9s. Reeve.)
This edition is entirely new and contains some 300 pages of carefully
drawn illustrations placed according to the “ arrangement of natural
orders ” of Bentbam’s “ Handbook,” with the English names added,
and an indication of the colour.
TRADE.
Eclipse or Empire. By H. B. Gray and Samuel Turner.
(28. net. Nisbet.)
Dr. Gray writes to arouse the nation to a sense of the danger in
which its commerce stands. The old supremacy has been lost :
changes in method and in mental attitude are imperative. He writes
with fiery emphasis. The facts and figures are taken from authorita¬
tive sources with the help of Mr. Turner and other contributors. The
book is sure to arouse controversy, and contains a vast amount of de¬
tailed information about commerce which will certainly interest and
probably surprise the non-expert reader.
ASTROLOGY.
A Hew Factor in Education : Astrology . The Zodiac as the basis of
Temperament. By Allan Leo. With Foreword by Beatrice de
Normann. (6d. _ Office of “ Modem Astrology.”)
The first principle in modern methods of education is respect for
the personality of the child. Each infant at its birth is united with
the Zodiacal circle. By the aid of astrology the temperament of the
child may be noted and thus the teacher" is helped in the work of
developing personality. This is the idea that is worked out in this
pamphlet by Allen Leo.
DREAMS.
Dreams : What They are and What They Mean. By J. W. Wickwar.
(Is. net. L. Denny.)
In this little work the author seeks an answer to (he question of the
meaning of dreams. Men dream and have dreamed since the world
began: the study of dreams is naturally forced upon us. Mr.
Wickwar discusses their causes and meanings.
KINDERGARTEN.
Easy Games for the Tinies. By Adele Milligan Allmann.
(Is. 6d. net. Boosey.)
The book comprises four finger plays, set to music ; three nursery
rhymes dramatized ; four musical letter games, and three oral letter
games ; four free-movement and four recitation games, and two
marches. The type is good and there are illustrations.
MILITARY EDUCATION.
Elements of Military Education. By W. A. Brockington.
(4s. Gd. net. Longmans.)
A book of nearly 400 pages, which can be carried in the pocket,
with diagrams and plates. It contains all that is needed for Cadet
Corps training.
STORY BOOKS.
The Water Babies. By Charles Kingsley. (2s. Ginn.)
A pretty volume in clear type, with a number of quite attractive
illustrations. The text is edited to the extent of cutting out the
heavier passages that seemed to overweigh the story, and there are
explanatory notes at the end.
The Magic Kiss : A Picture Story - Book for Children. Story
by Christine Chaundler. Pictures by Florence Mary Anderson.
(Cassell.)
A simple story in large type, with many coloured pictures and
marginal sketches ; it would greatly please a small child.
The King of the Golden River ; or, The Blade Brothers. A Legend of
Stiria. By John Ruskin. Drawings by Hiram P. Barnes after
the illustrations of Richard Doyle. (Is. Ginn.)
A new edition of Ruskin’s charming fairy tale. The type is
suitable for young readers. A preface relates the story of the origin
of the book.
The Three Pearls. By the Hon. J. W. Fortescue. With illustra¬
tions by Alice B. Woodward. (6s. net. Macmillan.)
An amusing and well written story. As regards paper, print, and
pictures, the book is quite good. The binding is an attractive plain
cloth.
The Life and Strange Surprising Adventures of Robinson Crusoe. By
Daniel Defoe. Edited, with introduction and notes, by W. P.
Trench. (2s. 6d. Ginn.)
A very sensible edition, partly modernized, yet it retains the
flavour of its century. Prof. Trench has made a thorough study
of Defoe, and his present notes are based upon a larger edition,
previously published.
Frank Forrester : A Story of the Dardanelles. By Herbert Strang.
Illustrated by Cyrus Cuneo. (3s. 6d. net. Frowde.)
Mr. Strang retains his hold on boy-readers, and new books
from him are eagerly read. Few subjects could be more attractive
than the one he has here chosen — an adventure of which we know
little in detail and are anxious to know more.
Marvels of Scientific Lnvention. By Thomas W. Corbin. With
32 Illustrations and Diagrams. (3s. 6d. Seeley.)
The book contains, in language that the -ordinary non -technical
reader can follow, an account of the invention of guns, torpedoes,
mines, photography, and many other wonders. Mr. Corbin is an
expert at this style of writing.
Three Sailor Girls. By E. E. Cowper. Illustrated in colour by
N. Tenison. (3s. 6d. net. Frowde.)
A very spirited account of three girls, who obtain permission to go
on a harmless coasting cruise. Then they have adventures. The
story is well written.
The Blue Book of the War. Edited by Herbert Strang.
(2s. 6d. net. Frowde.)
A collection of stories of the War, illustrated by maps and pictures.
The stories are historical, and not fiction. Some of the titles are :
Trench Warfare ; The Action at Loos ; The Kiel Canal ; Bulgaria.
They are written for young readers.
The Cradle Ship. By Edith Howes. Four Colour Plates by Florence
M. Anderson. (3s. 6d. net. Cassell.)
A more charming and pleasantly written fairy story no children
could desire ; the binding, print, and paper are equally attractive.
Mrs. Howes writes the story with the express purpose of answering
the little ones’ question : Where did baby come from ? We have
seen no book for young children that answers the question so well as
this ; and yet Mrs. Howes’s art never fails her ; there is no trace of
didacticism.
Chums. Bound volume for 1916. Profusely illustrated.
(78. 6d. net. Cassell.)
Purchasers who like to get their money’s worth cannot do better
than buy this very large book of nearly a thousand pages, in which
exciting stories, interesting articles on how to do or make things,
Feb. 1, 1917.]
THE EDUCATIONAL TIMES.
25
coloured plates, and line drawings abound. There is reading for
many months.
The Feelc-a-Boos in War-Time. Told by May Byron and illustrated
by Chloe Preston. (2s. 6d. net. Frowde.)
A comic story in large type for little children, with humorous illus¬
trations.
Tales of the Great War. By Henry Newbolt. Coloured plates and
black and white illustrations by Norman Wilkinson and Chris¬
topher Clark. (6s. net. Longmans.)
No book that we have seen brings the reader nearer to his country¬
men in the trenches and on the sea. By its simplicity and absence of
rhetoric the narrative makes its appeal. For boys of fifteen years
and upwards no book at the present moment could be more welcome.
“ Little Stories of Great Lives ” Series. — The Story of Lord Kitchener.
By Arthur 0. Cooke. (Is. net. Frowde.)
A pretty little volume, in good type and illustrated, giving an
account of Lord Kitchener as a soldier in Egypt, Africa, India, and
during the present War.
The Tiny Folks' Annual. Edited by Mrs. Herbert Strang.
* (2s.6d.net. Frowde.)
Thick paper, very large type, with every page illustrated, contain¬
ing a number of simple stories and verses suitable for little children
in the nursery.
Bo-Peep. A Picture-book Annual for Little Folk. Many illustra¬
tions, over thirty in colour, (2s. 6d. net. Cassell.)
Humorous stories, simple informational articles, with pictures on
almost every page, fill this attractive volume, which can be used well
for reading aloud to children of from six to ten years of age.
All About Inventions and Discoveries. The Romance of Modern
Scientific and Mechanical Achievements. By Frederick A.
Talbot. (6s. Cassell.)
Mr. Talbot describes in simple and, as far as possible, non¬
technical language, the discovery and development of the telephone,
wireless telegraphy, the steam turbine, and other inventions of
modern science.
Through the Enemy's Lines : a Story of Mesopotamia. By Herbert
Strang. Illustrated by H. E. Elcock. (2s. 6d. net. Frowde.)
Roger Burnet, summoned from his school in England, by a cable¬
gram, just before the War, joins his father in Mesopotamia. Two
years later Roger’s adventures begin, and are told in Mr. Strang’s
thrilling style.
Air Craft of To-day : a Popular Account of the Conquest of the
Air. By Charles C. Turner. Illustrated, (os. net. Seeley.)
Lieutenant Turner was a student of aeronautics, and also a writer
on the same subject before the War. Since the War he has found
out by actual experience the value of this arm in fighting. He is
therefore well able to meet the desire of younger readers (say from
seventeen years upwards) for an account of the romance and the
science of air- craft.
The Old Man of the Mountain. By Herbert Strang. Frontispiece
by Cyrus Cuneo, and illustrations by Rene Bull. (3s. 6d. net.
Frowde.)
Three young men engaged in tea-planting in Assam set off to
shoot a man-eating tiger. Unexpectedly they find themselves in¬
volved in the most marvellous and dangerous adventures in un¬
explored parts of India. The story is really thrilling, and is told
with skill.
Burton of the Flying Corps. By Herbert Strang. Illustrated by
C. E. Brock. (3s. 6d. net. Frowde.)
There are numerous exciting illustrations to accompany Mr.
Burton’s adventures with his machine in France, Bulgaria, and
Maced onia.
Daring Deeds of Hunters and Trappers : True Stories of the Bravery
and Resource of Hunters and Trappers in all parts of the
World. By Ernest Young. With coloured pictures. (3s. 6d.
Seeley. )
A fresh volume in the Daring Deeds Series. The stories are all
drawn from well authenticated books of travel.
My Book of Beautiful Legends. Retold by Christine Chaundler and
Eric Wood. With 12 illustrations in colour by A. C. Michael.
(6s. Cassell.)
The authors have collected well known legends from several coun¬
tries — Pandora, St. George, The Man in the Moon, Narcissus,
Ulysses, Arthur, and many others ; the story of Deirdre is less commonly
found in such collections. The book is handsome in binding, paper,
and illustrations ; the stories are pleasantly told.
A Nursery Geography . By George S. Dickson. Illustrated by
George Morrow. (3s. 6d. net. Jack.)
A man with a magic carpet arrives in the schoolroom, and carries
the children to Japan, China, Jamaica, Canada, and the Mediter¬
ranean. Later an aeroplane is used for the voyages of discovery.
The pictures are good, and the descriptive letterpress entertaining.
DIARIES AND YEARBOOKS.
Brown's B.-P. Boy Scouts' Diary. 1917. (6d. net.)
This admirable pocket-book, in its ninth year of publication, con¬
tains just the information that Scouts want. It is edited by J.
Gibson, and published officially from the Scouts Headquarters.
Consequently one may be sure that the information it contains is
correct.
Pitman's Shorthand and Typewriting Yearbook and Diary for 1917.
Edited by A. S. Andrews. (Is. net.)
A well bound book of about 300 pages, containing, in addition to
the information usually given in a diary, special articles on all that
concerns secretarial work.
The Cambridge Pocket Diary, 1916-17.
(Is. net. Cambridge University Press.)
A neat and well bound waistcoat-pocket diary for the use of those
connected with the University of Cambridge. The year covered is
the academic year from October 1916 to May 1917, with added pages
to December 1917. All University information and dates are given.
Paton's List of Schools and Tutors. Nineteenth Annual Edition,
1916-17. (2s.)
A book of a thousand pages, with illustrations on almost every
page, is not, perhaps, overpriced at 2s. To any one interested in
schools the volume is as fascinating as Whitaker's Almanack. But the
special purport of the publication is to act as a guide to parents in
search of a school, and the information given is so arranged that at
once one can findt he class of school and the locality one is seeking. A
more useful publication could scarcely be imagined.
Conference of Educational Associations, 1917. — The report of
the meetings of the Conference of Educational Associations is in the
printer’s hands, and it is hoped to publish it by the end of February.
The report will contain the Master of Balliol’s address and the papers
that were read at the meetings — about thirty in all. Copies, if
ordered before publication, will be Is. 9d. post free ; if ordered
afterwards, 2s. Orders to be sent to the Secretary, 9 Brunswick
Square, London, W.C.
DISINFECTANTS
For SCHOOL USE.
A leaflet on School Disinfection ivill
be sent post free on application to —
The “SAIMITAS” Co., Ltd.,
Limehouse, London, E.
Disinfectant Manufacturers by
Appointment to H.M. the King.
EXAMINATION PAPER
AS USED BY
THE COLLEGE OF PRECEPTORS.
In strict accordance with the College requirements, and each Sheet
bears their Watermark.
Packed In Kearns of 480 Sheets . per Keam, 2s.
,, ,, 960 „ . ,, 4s.
ANSWER BOOKS FOR EXAMINATIONS IN BOOK-KEEPING.
Senior, 2d. each ; Junior, 4d. each ; Preliminary, 3d. each.
Music Paper Is. per 100 sheets.
( Postage extra.) Remittance should accompany Order.
W. F. SHELBOURNE & CO., Wholesale and Retail Stationers,
63 HIGH HOLBORN, LONDON, W.C.
Tel. : Holborn 690
26
THE EDUCATIONAL TIMES.
[Feb. 1, 1917.
PUBLICATIONS RECEIVED.
EDUCATION.
Chart of the Natural Progression and Co-relation in School Subjects
from the Child’s Point of View. By Isabel White Wallis.
Lewis, Is. 6d. net.
A Defence of Classical Education. By R. W. Livingstone. Mac¬
millan, 4s. 6d. net.
LATIN.
Roman Life and Customs ; a Latin Reader. By R. A. A. Beresford
and E. C. Smith. Vocabulary and Illustrations. Blackie, 2s.
Latin Plays : for Student Performances and Reading. By John J.
Schlicher. Ginn, 3s. 6d.
FRENCH.
Aide-Memoire : of Everyday French Words and Phrases. By Basil
Readman. Blackie, 3s. net.
[A number of phrases, classified, with many blank pages for
additional phrases.]
A Practical Introduction to French. By Luther Herbert Alexander.
Milford, 5s. net.
GERMAN. ■
Black’s First German Book. Phonetic Transcription of the First
Thirty Lessons. By L. H. Althaus. Black, Is. 6d.
Der Wilddieb. Von Friedrich Gerstacker. Edited by Walter R.
Myers. Harrap, Is. 8d.
SPANISH.
Exercises in Spanish Composition : based upon a Trip to South
America. By Samuel M. Waxman. Harrap, Is. 6d.
RUSSIAN.
Word for Word Russian Story-Book. By Nevill Forbes. With in¬
terlinear phonetic transcription and translation, accented and
annotated. Blackwell, Is. 6d. net.
Second Russian Book : a Practical Manual of Russian Verbs. By
Nevill Forbes. A companion to the author’s “ First Russian
Book.” Clarendon Press, 3s. 6d. net.
Nelson’s Simplified Russian Grammar. By Bernard Hopfen. Is. 6d.
net.
ENGLISH.
The Rudiments of Criticism. By E. A. Greening Lamborn. Claren¬
don Press, 2s. 6d. net.
The World’s Classics : Poems by William Morris. Milford, Is. 6d.
The Hero, as Prophet, Man of Letters, King. From ‘‘Heroes and
Hero Worship,” by Thomas Carlyle. Blackie, Is.
The English Country Gentleman in Literature. By Guy N. Pocock.
Blackie, Is.
English Prose Extracts for Repetition, Selected and edited by E. H.
Blakeney. Blackie, 8d.
‘‘Heroes of all Time” Series. — Abraham Lincoln, By Edith L.
Elias. Harrap, Is. 3d.
Selections from the Prose of Macaulay. Edited by Lucius Hudson
Holt. Ginn, 5s. 6d.
The Cambridge History of English Literature. Vols. XIII and
XIV. Cambridge University Press, each 9s.
HISTORY.
The War, 1914 : A History and an Explanation for Boys and Girls.
By Elizabeth O’Neill. A handsome volume in large type with
many illustrations. Jack, 5s. net.
The Children’s Story of the War. By Sir Edward Parrott. Vol. IV.
The Story of the Year 1915. Nelson.
The Foundation and Growth of the British Empire. By James A.
Williamson. Macmillan, 2s. 6d.
Germany. By W. T. Waugh. Jack, 2s. 6d. net.
Poland. By G. E. Slocombe. Jack, 2s. 6d. net.
Adventures in Polar Seas. By David W. Oates. Harrap, Is. 3d.
GEOGRAPHY.
The Oxford Geographies.— By A. J. Herbertson. (1) The Junior
Geography. Sixth Edition. Revised by 0. J. R. Howarth.
2s. (2) The Senior Geography. Fourth Edition. Revised by
O. J. R. Howarth. 2s. 6d. Clarendon Press.
The Rambler Travel Books.— (1) Asia. Edited by Lewis Marsh
and William J. Dudman. ( 2) Russia. Edited by Hugh Laurence.
Blackie, 9d. each.
Travel Through the British Empire. Retold from the Journals of
Travellers and others. By David W. Oates. Harrap, Is. 3d
Macmillan’s Graphic Geographies.— The British Isles. By B. C.
Wallis. Macmillan, 9d. J
The World We Live In.— An illustrated description of all the lands
and seas of the globe, their peoples, animals, plants, and pro¬
ducts. Edited by Graeme Williams, with introduction by Lionel
W. Lyde. Vol. III. The Waverlev Book Company, 8s. 6d. net.
Philips’ Modern School Atlas of Comparative Geography. New
Edition, with a series of new maps, exhibiting the commercial
development of the principal regions of the world. 3s. 6d. net.
MATHEMATICS.
Differential and Integral Calculus. By Clyde E. Love. Macmillan.
9s. net.
Test Papers in Mathematics. Designed to cover the last year’s work
of preparation for the public schools and for Osborne. Compiled
by P. L. Andrews and E. F. Johns. Hogg, Is. 6d. net.
BOOK-KEEPING.
Book-keeping and Commercial Practice. Vol. I, for first-year
students. By H. S. Wain wright, G. A. Lister, and C. Batty.
Macmillan, Is. 6d.
Key to the Exercises in Book-keeping for Commercial Classes. By
J. R. Barnes and Alexander Sharpies. Macmillan, Is. 6d. net.
SCIENCE.
Chemistry for Rural Schools. By Ernest Jones and J. Jones
Griffith. Blackie, 2s. 6d. net.
HYGIENE.
The Care of the School Child. A course of Lectures delivered under
the auspices of the National League for Physical Education and
Improvement, May to July 1916. Edited by James Kerr, with
Introduction by Bishop Boyd Carpenter. The Offices of the
League, 2s. 6d. net.
The Work of the Medical School Officer. By Austin Priestman.
Reprinted from The Political Quarterly. Milford, 4d.
RELIGION.
The Student Christian Movement during a Second Year of War.
Being the Report for the year 1915-16. The Offices of the
Movement.
The Justification of God. Lectures for War-time on a Christian
Theodicy. By P. H. Forsyth. Duckworth, 2s. 6d. net.
STORY BOOKS.
Pilot and Other Stories. By Harry Plunket Greene. Illustrated by
H. J. Ford. Macmillan, 6s. net.
The Rival Captains. A Public School Story. By Richard Bird.
Illustrated in colour by C. E. Brock. Frowde, 3s. 6d. net.
More about Squirrels. By Eleanor Tyrrell. Nelson, 3s.
Mrs. Strang’s Annual for Baby. Frowde, 2s. 6d. net.
The World’s Classics. — (1) Lorna Doone, by R. D. Blackmore ; (2)
The Bible in Spain, by G. Borrow. Milford, Is. 6d. each.
Missionary Heroines of the Cross. By E. C. Dawson. Illustrated.
Seeley, 2s. 6d.
The Fortune Face. By Bourne Cooke. Nelson, 3s. 6d.
The Gun-Runners. By W. Dingwall Fordyce. Nelson, 3s. net.
Ian Hardy Fighting the Moors. By Commander E. Hamilton
Currey. Seeley, 5s.
Doing his Bit : A Story of the Present War. By Tom Bevan.
Nelson, 3s. 6d.
The Chummy Book : For all Boys and Girls who are Good Chums.
Nelson, 2s. 6d. net.
Told in the Huts. The Y.M.C.A. Gift Book. Jarrold, 3s. 6d, net.
CALENDARS AND DIARIES.
The Cambridge University Calendar for 1916-1917. 7s. 6d. net.
University College, London. Abridged Calendar. Taylor & Francis.
The Teachers’ Diary for 1917, with self-opening tab. Is. net.
NOT CLASSIFIED.
The Cross in Modern Art. Descriptive Studies of some Pre-
Raphaelite Paintings. By Rev. John Linton. Duckworth,
5s. net.
Janus and Vesta: A Study of the World Crisis and After. By
Benchara Branford. Chatto & Windus, 6s. net.
Principles of Social Construction. By Bertrand Russell. Allen &
Unwin, 6s. net.
L’Universite et la Guerre. By R. Thamin, Recteur de l’Academie
de Bordeaux. Hachette, 2fr.
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[ Throughout the following Lists , bracketing of names implies equality .]
The Prizes will be awarded as soon as the results of the Examination at the Colonial Centres are
known. The awards will be communicated by post to the successful candidates, and a list of the awards
will appear in the May number of “The Educational Times.”. The same number of “The Educational
Times” will contain extracts from the Reports of the Examiners on the work in the several subjects of
the Examination.
The following is a list of the Candidates at the home Centres who obtained the FIRST and SECOND PLACES
in each Subject on SENIOR PAPERS. (Only those who obtained Distinction are included.)
Scripture History.
1. Heslnp, Miss Private tuition.
C. M.
'2. Sutton, H. F. Private tuition.
English Language.
1. Aufenast, F. Tollington S., Musvvell Hill, N.
2. Hunter, E. J. N.Tollington S., Muswell Hill, N.
* —
English History.
1. Sutton, H. F. Private tuition.
2. Aufenast, F. Tollington S., Muswell Hill, N.
Geometry.
1. Jeffree, J. L. The High School for Boys,
Croydon.
Book-keeping .
1. De Barsy, Tollington S., Muswell Hill, X.
G. B. M.
2. Swalwell, J. A. Shoreham Grammar School
French.
De Barsy Tollington S., Muswell Hill, N.
G.B.M.
Delassus,Miss Convent of Providence, Seaford.
1\
Chemistry.
1. Simpson, R. Tollington S., Muswell Hill, N.
2. Goolding, M.B. Tollington S., Muswell Hill, N.
Physiology.
1. Goolding, M.B. Tollington S., Muswell Hill, N.
2. Delassus, Miss Convent of Providence, Seaford.
T.
Drawing .
-j / Jones, J. The Grammar School, Pencador.
’ ' Whewell, E. P. Barton School, Wisbech.
Geography .
1. De Barsy, Tollington S., Muswell Hill, X.
G. B. M.
^Hannaford, I. J.Hoe Grammar S., Plymouth.
2. -j Roe, J. H. Private tuition.
^-Spencer, I. L. Cranbrook College, Ilford.
A rith inetir,
f Hunter, E. J. N.Tollington S., Muswell Hill, N.
l' 1 Lloyd, T. E. The Palace School, Bewdley.
Algebra.
1. Arnold, H. G. Norwich High School for Boys.
.2. Jeffree, J. L. The High School for Boys,
Croydon.
1. Aufenast, F.
2. Meyer, E.
1. Fuller, F.E.
2. Lloyd, T. E.
German. .
Tollington S., Muswell Hill, N.
Private tuition.
Latin.
Steyne School, Worthing.
The Palace School, Bewdley.
Light and Heat.
j Aufenast, F. Tollington S., Muswell Hill, N.
* Goolding, M.B. Tollington S., Muswell Hill, N.
Magnetism and Electricity.
1. Thompson, Tollington S., Muswell Hill, N.
R. W. S.
Music.
1. Stennett, Miss Ladies’ College, Nantwich.
D. E.
2. Kelly, Miss M. Rock Hill School, Chulmleigh.
Shorthand.
I Bennett, R. P. Ongar Grammar School.
L t Green, D. St. John’s College, Finsbury
I Park, N.
Domestic Economy.
1. Honey, Miss Private tuition.
A. G.
2. Dollond, Miss Private tuition.
K. B.
32
THE EDUCATIONAL TIMES
[Feb. 1, 1917.
BOYS.
N.b. — The small italic letters denote Distinction in the following subjects respectively.
= Arithmetic.
al. = Algebra.
b. = Botany.
hk. = Book-keeping.
ch. = Chemistry.
d. = Drawing.
do. — Domestic Economy.
gr. = Greek.
ma. = Magnetism & Electricity.
An. = Dutch.
h. = History.
ms. = Mensuration.
e. = English.
he. = Hebrew.
mu. = Music.
/. = French.
i. — Irish.
j). = Political Economy.
g. = Geography.
1. — Latin.
ph. = Physiology.
ge. — German.
It. — Light and Heat.
phys. = Elementary Physics.
gin. = Geometry.
m. = Mechanics.
s. = Scripture.
sc. = Elementary Science.
sh. = Shorthand.
sp. — Spanish.
ta. = Tamil
t. = Trigonometry.
w. = Welsh.
The signs * and t prefixed to names in the Junior and Preliminary Lists denote that the Candidates were entered for the Senior and Junior Grades respectively _
In the addresses, Acad. = Academy, C. or Coll. = College, Coll.S. = Collegiate School, Comm. = Commercial, Conv. —Convent, Elcm. = Elementary, End. = Endowed,.
Found. = Foundation, H. = House, Hr. = Higher, Inst. = Institute, Int. = International, Inter. = Intermediate, Poly. = Polytechnic, Prep. = Preparatory,
P.-T. = Pupil-Teachers, S. = School, Sec. = Secondary, Tech. = Technical, Univ. — University.
SENIOR.
Honours Division.
Aufenast,F. e.h.a.al.f ge.lt. ch.
Tollington School, Muswell Hill
Lloyd, T.B. s.h.a.al.l. The Palace School, Bewdley
Arnold, H.G. s.a.al.f. Norwich High School for Boys
Goolding,M.B. e.a.lt.ch.ph.
Tollington School, Muswell Hill
Coldrey,E. A. j.e.a. Tollington School, Muswell Hill
Hunter, E.J.N. e.a. Tollington School, Muswell Hill
Thompson, R.W.S. a.ma.ch.
Tollington School, Muswell Hill
Cruden,S.S. ch. Tollington School, Muswell Hill
Hogan, K T. s.a.al.f. 1. St. Helen’s College, Southsea
Jarnet,R.C. gj.sh.do.
Harleston House School, St. Lawrence, Jersey
Moore, J.D. Tollington School, Muswell Hill
Fuller, F.E. s.e.f.l. Steyne School, Worthing
Franz, E. a.al.ch. Private tuition
Howard, CecilW. a. Norwich High School for Boys
Green, D. a.sh. St. John’s Coll., Finsbury Park
Hunt,F.G. e.c h. Tollington School, Muswell Hill
Craig, E.H. a. St. John’s College, Finsbury Park
( Fowler, C.H. s.al. Shoreham Grammar School
'-Hewitson,D. A. J. s.a. Norwich High S. for Boys
Dunch.T.E. Tollington School, Muswell Hill
SENIOR.
Pass Division.
Ellicott,E.L. a. High S., Avenue Lodge, Torquay
Jeffree,J.L. a.al.gm. The High S. for Boys, Croydon
Caswell, A.E. ch. The High S. for Boys, Croydon
r DeBarsy,G.B.M. g.bk.f. Tollington S., Muswell Hill
f Swalwell,J.A. a.al blc. Shoreham Grammar School
Tolland, H. s. Grosvenor College, Carlisle
Simpson, B. ch. Tollington School, Muswell Hill
Harvey ,F.A. d. The High School for Boys, Croydon
f Baker, F. J. Shoreham Grammar School
'-Dodsworth,T.H. ch. Tollington S., Muswell Hill
f Goodrich, E.A.T. Tollington School, Muswell Hill
Holbrook, R.P. Shoreham Grammar School
Bell, A. R. Tollington School, Muswell Hill
f Rix,G.W. Norwich High School for Boys
'-Turner, V.C. Shoreham Grammar School
Hughes, G. I. St. Helen's College, Southsea
("Buisseret.L. V.J. f.l.
St. Joseph’s Collegiate School, Totland Bay
'-Toomey.A.E. Tollington School, Muswell Hill
Gough, H.L. Shoreham Grammar School
I'Griffiths.R.J. g. Tollington School, Muswell Hill
*-Grimmond,A.G. PriraU tuition
Ambler, H.C. Bourne College, Quinton
Pepin, S. /. Oxenford House, St. Lawrence, Jersey
Themans,L. a. The Western College, Harrogate
Jones, H.G. Penketh Friends’ S., near Warrington
Smith, J. A. Private tuition
Courtenay- Dunn, A. L. Private tuition
Sutton, H.F. s.e.h. Private tuition
Spencer, I. L. s.g. Cranbrook Coll., Ilford
Bishop.F.A. Tollington Muswell Hill
('Briggs,!’’. Grosrenor College, Carlisle
'-Raven,A.G. /. Broadgate School, Nottingham
Roe,J.H. g.a.d. Private tuition
Whitby, H. Private tuition
Skyrme,H. J. Private tuition
Meyer, E. ge. Private tuition
Martin, C.H. The High School for Boys, Croydon
Whewell,E.P. d.sli. Barton School, Wisbech
Turner, G.W.s.d. Wallingbrook School, Chulmleigh
("Lee.G.H. Tollington School, Muswell Hill
'-Wharton, A. J. Sevenoaks School
Corry,P.H. Private tuition
Steele, O. Shoreham Grammar School
Whiter, F.8.S. St. John’s College, Finsbury Park
Young, J. d. Heaton Moor College, by Stockport
/Richardson, S. ch. Smart’s Coll., Newcastle-on-Tyne
Wince, C.F. cd. Norwich High School for Boys
Handley, F.W.V. a.d.
Clifton College, North Shore, Blackpool
("LeRueZjS.P.
Harleston House School, St. Lawrence, Jersey
*- Phillips, B.F. Tollington School, Muswell Hill
Ho ward, Charles W. Norwich High School for Boys
Price, C.A. Penketh Friends’ S., nr. Warrington
Stone, M.F Queen’s Coll .London Rd., Southampton
Trask, C.W.T. f.l. Private tuition
Cutliill,R. Grosvenor College, Carlisle
("Cricks, R. High School for Boys, Sutton
'-Haywood, H.W. The Palace School, Bewdley
f Curtis-Nuthall ,C. R. P. St. Helen's Coll., Southsea
'-Relf,E.L. Private tuition
Moss,M.H. Kent Coast College, Herne Bay
Watson, R. Private tuition
Jones, J. d. The Grammar School, Pencader
f Bradley, J.F.C. Colebrook House School, Bognor
'-Ilolcroft.G. PeukethFriends’School, nr. Warrington
Beech, C.H. Tollington School, Muswell Hill
Bynner,G.I.M. Private tuition
Gibson, D.V. The High School for Boys, Croydon
Bond,W.W. Norwich High School for Boys
Link,C.W. Tollington School, Muswell Hill
Saville,L.M. Richmond Hill School, Richmond
Beauipt>nt,N.C. The High School forBoys, Croydon
tV alters, H.C. Richmond Lodge, Torquay
Lancaster, H.W. Willow House School, Walsall
Townshend.C.R. Kent Coast College, Herne Bay
JUNIOR.
Honours Division.
("Bauly.C.J. s.e.h.al.lt.ch. Tollington S., Muswell HilL
i- Chitty,F.S.C. s.e.a.al.gm. Mercers' School, E.C.
Allen, A. T. g.a.al.ins.d.
The Jersey Modern School, St. Helier
Moat,S. a.cd.ms. Shoreham Grammar School
Incli,J.V. a.al.ms. Shoreham Grammar School
Patterson, A. T. h.g.al.
Newcastle Modern School, Newcastle-on-Tyne
Gillies, D. al.cli. Tollington School, Muswell Hill
DeVeulle.P.M. s.li. The Jersey Modern S., St. Helier
("Birkett.C.E. s.a.al. Shoreham Grammar School
Warr-Hill,R.W. s.ol.bh. Shoreham Grammar School
("Everett, L.W. s.a?./. Norwich High School for Boys
Finch, E.H.J. e.a.al.bk.ma.
v St. John's College, Finsbury Parle
011is,G.S.A. e.al. Mercers’ School, E.C.
Davidson, A. ch. Tollington School, Muswell Hill
Keller, A. W. al.ge. Tollington School, Muswell Hill
Aufenast.W. al. Tollington School, Muswell Hill
Glasspool,D.R. s.al. Shoreham Grammar School
Henman, F. nl.bk.ms. Shoreham Grammar School
Back,C.O. s.al. ms. Shoreham Grammar School
Forbes, W. a.al.oh. Tollington School, Muswell Hill
("Oliver, R.M. a.al.f. High S., Avenue Lodge, Torquay
'-Tooth, J.C. al. Shoreham Grammar School
Martin, D.J. s. Mercers’ School, E.C.
Beloe,R.G. al.ms. Shoreham Grammar School
^Galletly.J. A. e.al.f. Epsom College -
| Sullivan, H.M. d. Mercers' School, E.C.
^ Wichmann,R. E.L. ai.ge. Tollington S., Muswell Hill
Bouly,H.G. /. Tollington School, Muswell Hill
^Crane,R.K. a. Mercers' School, E.C.
| Goddard, A. W. e.al. ms. Swindon High School
I Harrison, F.E. al.f.
Victoria School of Languages, Liverpool
Dyson, W.G.P. al.phys. ~
Rivington and Blackrod Grammar School
Jenkin,D.C.R. /. Mercers' School, E.C.
j-Geary,F. sh. St. Leonards Collegiate School
I Richardson, 11. al.ms. Argyle House S., Sunderland
k Wilkinson, E. a.al. Private tuition
rBlake,W.D. al. Kent Coast College, Herne Bay
Fowkes,T. al. Southport College
Hawkins, R.H. al.f. Shoreham Grammar School
/Joyce, L.P.C. Shoreham Grammar School
'-Warburton.E. It. Tollington School, Muswell Hill
("Vanwyk.H. Shoreham Grammar School
'-Williams, K. A. al. Mercers' School, E.C.
Jones, A.D. s. Monk ton H., The Parade, Cardin
Steele.G.H. a lit. Tollington School, Muswell Hill
Feb. 1, 1917.]
THE EDUCATIONAL TIMES
33
z
BOYS, Junior, Honours — Continued.
/Dicker, E. A. al. Beccles College
Francis, H.S. fch. Wrexham County School
| Knight.D.R. al. Kent Coast College, Herne Bay
/Mayne,F.H. a. ms. High S., Avenue Lodge, Torquay
Ande 'son,R.G. s. Mercers’ School, E.C.
.-Lyons, J. e.li.f.
| Leeds Central Higli S., Woodhouse Lane, Leeds
| Mansfield, C. s.al.bk. Slioreham Grammar School
''Powell, E. It. eh. * Private tuition
/ Ripley, A.E. Argyle House School, Sunderland
'-Schwertfeger,A.E. al.f. Mercers’ School, E.C.
Isaacs, B.R. al.he. Argyle House School, Sunderland
C Austin, H.C. a. al.f. Shebbear College, Highampton
'•Levy,S.I. e.h. Private tuition
/ Jackson, H. e.al.
| Kensington Coaching College, Nevcrn Sq., S.W.
''Rea veil, F.C. d. Tollington School, Muswell Hill
/-Abraham, W.H. s.al.
Penketh Friends' School, nr. Warrington
| Buttle, W.H., al. Elm Grove School, Exmouth
^Foulerton,G.S. s.e. Mercers’ School, E.C.
/Palmer, E.D. St. Leonards Collegiate School
j Richardson, L.C. s.al./.
St. Joseph's Collegiate School, Totland Bay
Tindale.J. e. a. al.f. West Hill School, Whitby
(-Houghton, A. H.D. al.f. Norwich High S. for Boys
j Willis, R. s. Shoreham Grammar School
^Woollard,L.H. Mercers’ School, E.C.
(-Brown, R.I. s. Cambridge House School, Norwich
I Hartley, E.H. Penketh Friends’ S., nr. Warrington
j Holloway, C. A. al. Shoreham Grammar School
j Read,P.R. a.al.f. Private tuition
| Smith, H.H. al. Southport College
Wokins.P.G. Tollington School, Muswell Hill
/Godding, E.W. al.f.d. Private tuition
'-Hammonds, B.S. Shoreham Grammar School
/Strong, F.M. s.e. Mercers’ School, E.C.
CTrace,L.A. St. Paul’s School, West Kensington
(-Barton, E.H. al. Shoreham Grammar School
| Curry, W.J. al. The Jersey Modern S., St. Helier
'-Dyson, W.D. el. Private tuition
(-Barker, C.I.V.aLcIt. Tollington School, Muswell Hill
| Denney, M.N. St. Leonards Collegiate School
'-Mathew, H.W. Ongar Grammar School
(-Brain, A.E. Shoreham Grammar School
| Hirst, G.S. h. Technical College, Huddersfield
^Willis, J.J.H. s. Mercers’ School, E.C.
(. Cock man, F.G. Mercers’ School, E.C.
| MacLaren,A.H.A. s.al. Shoreham Grammar School
''White, F.E. Mercers’ School, E.C.
Harrison, T.H. Wallingbrook Sehool, Chulmleigh
JUNIOR.
Pass Division.
Shoreham Grammar School
Ongar Grammar School
Margate Grammar School
The Jersey Modern S., St. Helier
* Wheeler, E.J.M.
’Bennett, R.P. sh.
’Cooper, J.
Anthony, C.L. s.
Skelton, H.W.
Harleston House School, St. Lawrence, Jersey
/Mean well, L.J. eh. Tollington School, Muswell Hill
/Robertson, A. N. Mercers’ School, E.C.
Neville, L.C. e.al. St. Paul’s S., West Kensington
Gozzard,F. Romford College, Romford
/Cuthbert,A.S. s. St. Dunstan’s College, Margate
| Law, E.H. Private tuition
/Wakeford.H.A. al. Modern S., Streatham Common
j'Hulme.G.H. St. Leonards Collegiate School
/McDowell,E.J.P. e. Manor H., Clapham Common
/BovilljG. Shoreham Grammar School
' Easton, A. C. St. Leonards Collegiate School
Elkin, W.J. al. Shoreham Grammar Sehool
Kay, E.C. Private tuition
/OsbunqG. D. Shoreham Grammar School
/’Clark, N.J. Tollington School, Muswell Hill
/Cooke, C.A. Penketh Friends’ S., nr. Warrington
/ ’Billings, A.E. Shoreham Grammar School
Crisp, H.S. al. The Grammar School, Holsworthy
Dixon, A.E. al. Swindon High School
Simon,C.E. s.f.
It _J Harleston House School, St. Lawrence, Jersey
Travers, J. A. Balham Grammar School
/Webber, A.R. cd. Dunheved College, Launceston
rNasli,R.G. Cambridge Home School, Norwich
/Neville,P.J. Tollington School, Muswell Hill
/Barnes, L.A. It. King’s School, Peterborough
j Finklestone,J. al.d. Private tuition
| Wagner, E.B. al.
/ Grammar School, Chorlton-cum-Hardy
/Bott,H.M. e.f. Oundle Sehool
| LeSueur,C.R.
i Harleston House School, St. Lawrence, Jersey
ZTackley,C. al. Tollington School, Muswell Hill
/Buisseret,R.J. al.f.
' St. Joseph’s Collegiate School, Totland Bay
j Didier,D.S. s. Wycliffe College, Stonehouse
j *Sarre,T.B. /. Oxenford House, St.Lawrence, Jersey
/Waite, H. /. Boys’ High School, Barnsley
Bartlett, C.J. a.ms. Private tuition
Hards, B. a Ml. Romford College, Romford
/ LeRueZjE.J. HarlestonHouseS., St. Lawrence, Jersey
| Nash,K.F. Wallingbrook School, Chulmleigh
/Rogers, A. G. al. Littleton House, Knowle, Bristol
Davis, A.A. e. St. Andrew’s S., Henley-on-Thames
''Bitar,I. al.f. Private tuition
| Crowther,F.C. The Palace School, Bewdley
[ ’Joyce, H.W. London Coll. for Choristers, Paddington
j‘ Stewart, R.H. Argyle House School, Sunderland
| Sutcliffe, C.E. Tollington School, Muswell Hill
| Triekey.R.H. It. Alleyn’s School, East Dulwich
/Welsh, M. e. Tollington School, Muswell Hill
//Needle, E.C. The High School for Boys, Croydon
Devonport High School, Devon port
Mercers’ School, E.C.
Reed, A. J. al.
j Sidi.O. J. /.
/Stallard,A.
/Cooper, N.B. AY. oh.
j Reid, W.M.
j Saenz-Diez,P. f.sp.
/Savage, L.
/ Arman, G.N.
| Bulman.A.R.
| Cox,H. J.
j Ikin,G. phys.
/Wilson, J. M.
Corner, C.G.S.
/ Huckstepp, R. F.
Private tuition
Private tuition
Cranbrook College, Ilford
Private tuition
High School, Brentwood
Private tuition
Grosvenor College, Carlisle
St. John’s College, Finsbury Park
Private tuition
New College, Harrogate
Private tuition
Tollington School, Muswell Hill
Thurston, C.W.R. Norwich High School for Boys
ZWheatcroft,J.V. Ongar Grammar School
'Boorne,J.H. The High School for Boys, Croydon
Greaves, D. The Western College, Harrogate
Jessop,A. Penketh Friends’ S., nr. Warrington
Marsden, A.W. /. Lawrence’s College, Birmingham
Hoe Grammar School, Plymouth
Kent Coast College, Herne Bay
Kent Coast College, Herne Bay
The High S. for Boys, Croydon
/Appleton, E. Penketh Friends’ S., nr. Warringtou
| Cooper, C.F. al. Highbury Park School, N.
/Itenouf, H.G. al. Springside House S., Gorey, Jersey
/Coombe,C.A. a. Raleigh College, Brixton
/’Morris, J.D. The College (Westwood), Penarth
/HalljR.P. Boys’ High School, Barnsley
| Hunt,J.R. The High School for Boys, Croydon
j Jones, A.D. Tutorial Classes, Richmond Rd., Cardiff
Pannell,N.H.
Sargent, R.M.
q’ Williams, C. A.
Nightingale, S.R.
/Whitaker, A. L. e.
/Casstles,S.A.
| Hall.W.F.
/ Watch, S.H.P./.
/Coombs, D. A.
| Danino,A.A.
| Dare, A.
Southport College
Private tuition
Elmhurst, Kingston-on-Thames
Laugharne School, Southsea
Littleton House, Knowle, Bristol
Private tuitidn
Shoreham Grammar School
Foden,C. Penketh Friends’ School, nr. Warrington
/Pearn,E.J. J. Froebel House, Devonport
Bamberger, G. al. Clark’s Coll., Newport Rd., Cardiff
/DymondjH. J. Hoe Grammar School, Plymouth
| Forge, C.C. Ongar Grammar School
| Henshaw,W.G. /. Private tuition
/Rimmer,W.K. a. University School, Southport
/ Oann, L. Hoe Grammar School, Plymouth
| ’Travis, C.L.
/ Queen’s College, London Road, Southampton
/Bibb,R.F. The College, Weston-super-Mare
/Winny,G.M. s. Steyne School, Worthing
/Roberts, R.M. Christ College, Brecon
| Ryan,E.P.J. St. Helen’s College, Southsea
/Syvret,E.T. /. Oxenford House, St. Lawrence, Jersey
/Chapman, W.T.R. Fauntleroy, St. Leonards-on-Sea
| * Harris, E.J. s. Mount Radford School, Exeter
| Marshall, H.C. a. Fitzroy School, Crouch End
/Soper, O.C. g. Wallingbrook School, Chulmleigh
r 'DallaiiqA. /. Oxenford House, St. Lawrence, Jersey
*Hammond,E.C. g. Richmond Hill S., Richmond
’Hartley, J.E. Ashville College, Harrogate
Williams, E.C. Grosvenor College, Carlisle
/Bainbridge,A. Oxenford House, St.Lawrence, Jersey
j *Dowden,L.H. The High School for Boys, Croydon
| Francis, J.W. al. Private tuition
/Lee,H.W.H. Kent Coast College, Herne Bay
/Coulthard,A.J. The College, Weston-super-Mare
j Laycock,A.S. Grosvenor College, Carlisle
| LeVesconte, Clifford
Oxenford House, St. Lawrence, Jersey
| RenoufjC. /. Oxenford House, St. Lawrence, Jersey
/Wise,L. St. Leonards Collegiate School
/Bradley, F. Fulwood Grammar School, Preston
| Crowder, G.C. The High School for Boys, Croydon
/Myers, H.L. Dudley Grammar School
/ Archbold, T.M. St. Leonards Collegiate School
| Banks, D. Private tuition
| Bennett, C.T. St. John’s College, Finsbury Park
| Gooding, N.R. Wallingbrook School, Chulmleigh
| Nicholson, S.al. CliftonColl.,NorthShore, Blackpool
/Rogers, E.E. Private tuition
/ Atkinson, J.M. Private tuition
| Craddock, C.H. a.
Clifton College, North Shore, Blackpool
| Hopkins, G.G. al.f. Epsom College
! Knott, A. Private tuition
| Rook,S.N. Modern School, Streatham Common
/Thompson, O.H. Modern S., Streatham Common
/Pitt, H.L. Private tuition
/Smailes,T.H. a. ' Private tuition
Private tuition
Private tuition
Grosvenor Collqge, Carlisle
Private tuition
/Burke, F.W.
| *Gargery,E. J.
| Hodgson, J.
I Hyde,W.
j LeGresley,P.C.
i Harleston House School, St. Lawrence, Jersey
/Whitehead, F. Broadgate School, Nottingham
/*McHardy,J.D. Bourne College, Quinton
| Shepherd, W.E. * Private tuition
Walton, C. Penketh Friends’ School, nr. Warrington
/Wilde, C.S. Private tuition
/Hoyle, L.A. d. Coventry Tutorial College
j Riple,E. Newcastle Modern S., Newcastle-on-Tyne
/Upright, K.R. Exeter School
/Brown, J. Argyle House School, Sunderland
| Duckworth, G. - University School, Southport
| Montgomery,C.G. al.
The High School for Boys, Croydon
| Peel,G.F. s. Private tuition
/Wood,R.St.D. St. Leonards Collegiate School
The Douglas School, Cheltenham
St. John’s College, Finsbury Park
Bethany House, Goudhurst
Fulwood Grammar School, Preston
/ Anton, J.C.
| Clark, S. A.
| Miller, E.H.
/Robins, S.C.
r*Cauater,W.B.
Hove High School, Clarendon Villas, Hove
Emptage,F.E. St. Dunstan’s College, Margate
Greenwood, W.P. Private tuition
’Hannaford.I.J. g. Hoe Grammar S., Plymouth
Heiman,E. Hearn H., Belsize Park, Hampstead
’Hessian, L.J. Private tuition
Little, J.H. Grosvenor College, Carlisle
*Marchant,S.S. Richmond Hill School, Richmond
/Ward,R.T. Swindon High School
/Bowron,J.A. d. Private tuition
| Broadley,A.E. Argyle House School, Sunderland
/Quick, W. A. B. Hoe Grammar School, Plymouth
/Brooke, D.R. Private tuition
| Norman, W.C. Wallingbrook School, Chulmleigh
/Wheatley, A.H. West Hill School, Whitby
/Cooper, D.G. Littleton H., Knowle, Bristol
| Elliott, B. Cranleigh School
| Ellis, A.G.
| Newcastle Modern School, Newcastle-on-Tyne
| Graham, F. Ashland High School, Wigan
/’Parsons, K. A. The High School for Boys, Croydon
/Symons, J.W. Hoe Grammar School, Plymouth
/Webber, A. The College (Westwood), Penarth
/Atkinson, W.N. Grosvenor College, Carlisle
| Johnson, F.W. Grosvenor College, Carlisle
/’Shorten, W. A. Norwich High School for Boys
/Cook, A.E. New College, Harrogate
| Co we, A. Private tuition
/Forster, H.F.J. Private tuition
/Armstrong, R. Private tuition
Forrester, R.C. Grammars., Chorlton-cum-Hardy
George, W.L. Hoe Grammar School, Plymouth
Hough, P. Private tuition
Nicholson, A. F.J. Broadgate School, Nottingham
SidebottonqA.R. Arnold H., South Shore, Blackpool
Thompson, G.L.
Newcastle Modern School, Newcastle-on-Tyne
^Wilkinson, F. P. Kent Coast Coll., Herne Bay
/Cole, H.L. Balham Gram. S.
| McDougall,G.A.A. St. John’s Coll., Finsbury Park
| *Theis,F.A. The High School for Boys, Croydon
/Wall,T.B.E. New College, Harrogate
/Crowley,P.L. The High School for Boys, Croydon
Davies, A. B. al. Private tuition
/Geering, G.R. Kent Coll., Canterbury
/Starkey, R.H. Penketh Friends’ S., nr. Warrington
| Swainson,J.H. Froebel House. Devonport
| Wheeler, L.C.
/ St. Peter’sEatonSq. ChoirS., EcclestonSt.East,S. W.
/Greenwood, A. W. Private tuition
| Hall, T. H.W.
The College, Melbourne Avenue, West Ealing
| Hamilton, H.D.S. Pembroke School, Harrogate
/Sidway, O.E. Tellisford H., Redland, Bristol
/Davies, H. Old College School, Carmarthen
| Green, G.M. Tellisford H., Redland, Bristol
| ’Hackett.B.C. The Palace S., Bewdley
| Hember,H.F. Littleton H., Knowle, Bristol
/Hughes, T.W. Private tuition
34
THE EDUCATIONAL TIMES.
[Feb. 1, 1917.
BOYS, Juhior, Pass— Continued.
( *Ackland,R.H. High School, Avenue Lodge, Torquay
1 Forrester, K. R. Hoe Grammar School, Plymouth
j Lanham.R.G. al. Private tuition
| Rioch.R.A. Littleton H., Knowle, Bristol
(Scholes.J.K. Clifton Coll., North Shore, Blackpool
("France, R.P. Hearn H., Belsize Park, Hampstead
| Lee.O.J. Southampton Boys’ Coll, and High School
(.Stevens, R.C. Bethany H., Goudhurst
("Little, A.H. Bethany H., Goudhurst
(.Luxton.H.E. Hoe Grammar School, Plymouth
("Farquarson.G.W. ge. Ascham House S., Harrogate
I Houlton, J.V. Private tuition
| Lessiter,A.G. Balham Gram. S.
j Morris, M. Private tuition
I ‘Paine, F.E. The Palace S., Bewdley
I Porteus.J.E.V. West Hill School, Whitby
( Ramsay, A. ch. Private tuition
( Harding, H.L.
Southampton Boys’ Coll, and High School
Lodge, E.H.
! Lys.W.F.
I Sey.C.E,
1 Woolsey,D.W.
f *Draysey,R.
Edmonds.J. C.A.
Private tuition
Sherborne School
Eton House School, Hull
Tollington School, Muswell Hili
The Palace S., Bewdley
Hoe Grammar School, Plymouth
(.Tazewell, E. R. The School, Wellington Rd., Taunton
( Farmery, R. A. Commercial S., Agnew St., Lytham
| James, R. D. * Private tuition
Private tub ion
Private tuition
Norwich High School for Boys
Southport College
Hoe Grammar School, Plymouth
Margate Grammar School
l Kennedy, H.P.
("Curtis, E.J.B.
| Fisher, J.
I Mitchell, W.
| Pawlyn.G.C.
(Wheatley, W.J.
("Head.E.F.
| St.. Peter’sEatonSq.ChoirS.,EcclestonSt.East,S.W.
I Jones, S.H. Private tuition
I Whitaker, W.B. Modern S., Streatham Common
(.Winsor.B. The High School for Boys, Croydon
( Castle, C.F. Private tuition
| DeCarteret.A.R.
I Oxenford House, St. Lawrence, Jersey
( Comyns,R. Private tuition
I Edmonds, E. Private tuition
j ‘Jackson, H.P. Leigh Hall College, Leieh ui-Sea
I Moore, J.L. The High School for Boys, Croydon
(.Walker, T.A. Private tuition
("Evans, W.O. The Grammar School, Peucader
( Isaac, H.G. Wallingbrook School, Ckulmleigh
("Crowder, R.F. The High School for Boys, Croydon
(Sampson, D. Ongar Grammar School
("Ford, J.L. Cowes Grammar School
i Thompson, H.
L Queen’s College, London Road, Southampton
Williams, L.V. Private tuition
("Best, H.L. Central Correspondence Coll., Sheffield
| Lewis, J.E. The Palace S., Bewdley
| Oliver, L.M. Private tuition
(.Taylor, A. D. Skerry’s College, Leece St., Liverpool
Thomas, R.H. West Hill School, Whitby
("Blezard,R. Private tuition
(.Jenner,A.E. The High School for Boys, Croydon
("Furniss,R.B. High School for Boys, Sutton
I Hounslow, A.F. Private tuition
(.Maeleod, D. A. R. Tollington School, Muswell Hill
Freeman, G.B.
St. Peter’sEatonSq.ChoirS., EcclestonSt. East, S.W.
Matthews, P.W. Private tuition
PRELIMINARY.
Ho nours Division.
Tonkin, G.R. e.al. Newquay College, Cornwall
Da vis, E. a.al.gm.bk.f. St. John’s Coll., Finsbury Park
Sutcliffe, R.A. s.e.a.al.bk.f.
Lytham Coll., Ansdell, Lytham
Broad bridge, R.G.C .s.e.a.al.f. Slioreham Grammar S.
(Gosling, U.J.F. s.gvi.bk.d. New College, Harrogate
l)’Authreau,F.J. a.al.f.
The Jersey Modern School, St. Helier
Parsons, W.H. e.a.al. Slioreham Grammar School
Penman, R.W. e. Kent Coast College, Herne Bay
^Bisson, G.R. s.e.a.
Harleston House S., St. Lawrence, Jersey
' Payne, G.C. e.al.gm. Shoreliam Grammar School
'-Recknell,H.T. s.t.alj. Shoreham Grammar School
Mitchell, A. a.al. Lytham Coll., Ansdell, Lytham
j" Sawyer, R.F. e.a.al. gm. Shoreham Grammar School
Wills, H.L. o.al. Shoreham Grammar School
("MacGregor, J. A. al. The Western College, Harrogate
vSnell.L.J. s. e.al.f. West End School, Jersey
("Burbridge,L. D. s.e.al.f.
St. John’s College, Finsbury Park
Elliot, S.E. s.a.al. Shoreham Grammar School
Fuller, W.B. al. Shoreham Grammar School
Jones, J.A.J. t.al.gm. Richmond Lodge, Torquay
..Solly, G.F. s.g.al.f. Kent Coast College, Herne Bay
Shepherd, N. a.al. Southport College
Trible.W.J. a.al. hi The Grammar S., Holsworthy
("Lynch, J. e.a.gm.
St. Paul's College, Temple Belwood, Belton
( Webster, W. e.a.al. Southend Grammar School
j'Giddings,D.S. s.g.al. Kent Coast College, Herne Bay
Greene, E.L. g.a.al. Southport College
(Harris, C.N. s.a.al. Mount Radford School, Exeter
^Orlopp.J.F. s.al.d. Shoreham Grammar School
| Ratcliffe.N. A. al.d. Southport College
''Sharkey, O.T.B. e.al.f. Norwich High S. for Boys
("Sennitt.L.C. a.al. Norwich High School for Boys
Whitworth, W.E. a.se.
(• Periketli Friends' School, nr. Warrington
fAnspach.F.B. a. Shoreham Grammar School
VanPut.E. e.a.al.f.
(. St. Paul's College, Temple Belwood, Belton
("Graham, W.S. s.al.
Penketh Friends’ School, nr. Warrington
(Maundrell.J.H.C. s.al.
Fountain, H.E. al.d.
Cameron, G.V. a.al.f.
Collett, H.E. cd.
Gayton.R.J. s.al.d.
Swindon High School
Hove College
Grosvenor College, Carlisle
Swindon High School
Swindon High School
.Roche- Borrowes, A. M. al.f. Private tuition
("Langdon.F.G. s.g.a.al. West End School, Jersey
LRowse.C.A. al. Newquay College, Cornwall
("Barette.J. a.f.
Oxenford House, St. Lawrence, Jersey
! Eastick,H. J. s. a. al.d. Norwich High S. for Boys
j Tucker, D. a. al.d. Swindon High School
(.Watts, A.M. al. St. John’s College, Finsbury Park
^Dencli, 1I.P. e.al.f. Shoreham Grammar School
| Povey.R.W. al.f. Grove House School, Highgate
''Ross,E.T.L. a. Raleigh College, Brixton
f Adams, G.A. d. Wallingbrook School, Chulmleigli
Beard, G.E. s.al. Swindon High School
Bonnington,L.W.G. s.al Shoreham Grammar S.
Burton, J.H. al. Shoreham Grammar School
''Dingle, V.A. Hoe Grammar School, Plymouth
PRELIMINARY.
Pass Division.
tSorabjee,M. a.
(Chambers, A.H. al.
(Tanton,D.E.
(Hinder well, F.N.
tForster,A.ai.
(Scott, D. a.al.
(Densham,E.R.
The Vale College, Ramsgate
Shoreham Grammar School
St. Leonards Collegiate School
Cranbrook College, Ilford
Grosvenor College, Carlisle
The Academy, Wakefield
Elm Grove School, Exmouth
(Teugels.H.V.A. al.f. The High S. for Boys, Croydon
f (LeHeron,R.ct./. Oxenford H., St. Lawrence, Jersey
LtWaters.D.J.M. Laugharne School, Southsea
("(Jones, L.A. St.Joseph’s Collegiate S.,Totland Bay
(tLeGresley.P./. Springside House S.,Gorey, Jersey
(Perret.L.B. Margate Grammar School
(Dick.T. Newcastle Modern 8., Newcastle-on-Tyne
(Chapman, A. Claysmore School, Enfield
f(Kuppers,E. Norwich High School for Boys
| (Matthews, F. Ongar Grammar School
(.(White, L. L. London Coll. forChoristers, Paddington
(Legge,C.H. Balham Grammar School
("Bichard.L.L. The Jersey Modern School, St. Helier
| Clarke, S.E. a.al. Romford College, Romford
| Manger, C.H. e.alf.
j Oxenford House, St. Lawrence, Jersey
(.Rose, L. R.C. a. Penketh Friends' S., nr. Warrington
("(Henson,B.L. e.
I Hearn House, Belsize Park, Hampstead
| Lyne,J.p. s.a. Wallingbrook School, Chulmleigli
Vine, L. G. fd. Cranbrook College, Ilford
(loung, D.B. e.al.f. Highbury Park School, N.
! d ■ Grove House School, Highgate
: p.Kl^ le,l). A. d. The Western College, Harrogate
I A lllCj j\ O. 6.(n,
! r, , Joseph’s Collegiate School, Totland Bay
8he°J»herf L?G. s.al. Southport College
The Jersey Modern School, St. Helier
("Arthur,.;. R. s.
I Harleston House School, St. Lawrence, Jersey
p®*r®'I'U The. School, Wellington Road, Taunton
i ' ’ a'°i" „ Ongar Grammar School
| Samuel, B. s.a.al. Southend Grammar School
| tStokley.E.G.
London Coll, for Choristers, Paddington
j Vasselin,G.F.
Harleston House School, St. Lawrence, Jersey
(.Walker, H.L. a.al. Raleigh College, Brixton
("Every, R.A. Grove House School, Highgate
(Stewart, I. Grammar School, Chorlton-eum-Hardy
("Barnett, V.F. al.d. Richmond Lodge, Torquay
j Dawson, R.M. e. The Western College, Harrogate
j Dupont, C.W. s. St. Aubyn’s, Woodford Green
j tFoster,L.T. Steyne School, Worthing
| Herington, A.S. s.al. Bedford House S., Hastings
j (Horswill.P.A. Ongar Grammar School
j Hondret.D.C. al. St. Placid’s, Horsham
I Mitchell, W.H. Hilsea College, Portsmouth
1 Punter, I). C. al.
( St. George’s School, Gosfortli, Newcastle-on-Tyne
("Carruthers.J.H. al. Argyle House S., Sunderland
| Mead,L.H. a.al. Shoreham Grammar School
(_Reed,J. al.gm. Argyle House School, Sunderland
("(Barnes,C.C. Modern School, Streatham Common
j Callemien,J.L.G. al.f. St. Placid’s, Horsham
| Gill,C.S. of. Beccles College
I Langford, W.G. al. Hilsea College, Portsmouth
| Smith, E.W.
( St. Peter’sEatonSq. ChoirS., EcclestonSt. East, S. W.
Hemsley.N.A. al. Bethany House, Goudhurst
(Kerr, R. Grosvenor College, Carlisle
(Love, E. A. All Saints’ Choir S., Clifton, Bristol
(Mendham,J.C. The High School for Boys, Croydon
(Roberts, W.P. Ful wood Grammar School, Preston
| Watson, K. g. Kent Coast College, Herne Bay
(Watts, L.J. a. Tellisford House, Redland, Bristol
( (Barber, E.K. The School, Wellington Rd., Taunton
| Evans, R.B. al. Ongar Grammar School
| Foley, F.G. a.al. Lockwood, Peverell, Plymouth
| Jones, E.P. d.
St. George’s S., Gosfortli, Newcastle-on-Tyne
] Patmore, J.O. s. Modern S., Streatham Common
| Weatherseed.R.F. s.al. St. Leonards Collegiate S.
| Wooleott.L.S.S. a.al.
( St. Joseph’s Collegiate School, Totland Bay
("Clmbb, G.W. Shoreham Grammar School
| Cole,E.J. a.cd.gm. Lockwood, Peverell, Plymouth
| Dewsbury, F.R.L. a.al. Willow House S., Walsall
! Hill.R. al. Grosvenor College, Carlisle
| Oppen,A. H. a. St. Dunstan’s College, Margate
| Shearing, K.H. Grove House School, Highgate
(Smith, R. al. Fulwood Grammar School, Preston
Allen, E.C. d. Ongar Grammar School
Blevin,A.W. al. Southport College-
(Bowker,R. Technical S.,Waterlow Rd., Stalybridge-
Brown, H.E. s.al. Shoreliam Grammar School
Dallain,J.A. al.f.
Oxenford House, St. Lawrence, Jersey
Kuhn, L.V. e.al. St. John’s College, Finsbury I'ark
Rimmer,F.R. al. Southport, College
(Wearing, J.E.N. e.al. Bourne College, Quinton
("Clarke, G.F. B. al. Shoreham Grammar School
j Delliaye,M. a.f.
| St. Paul’s Coll., Temple Belwood, Belton
| Frayn, A. Hoe Grammar School, Plymouth
| Hacker, G.M. al. The Douglas School, Cheltenham
l IIooton,R.B. Grove House School, Highgate
| Jackson, A.H. St. Aubyn’s, Woodford Green
| Nash.C.M. a.al. Ongar Grammar School
| Ward, J.L Grosvenor College, Carlisle
| Wink worth, F. W.H. Richmond Hill S., Richmond
(Wood.W.R. The School, Wellington Road, Taunton
("Best,P. Richmond Hill School, Richmond
| Cooper, R. a. Elm Grove School, Exmouth
| Head.D.L. s.
j St. Peter’sEatonSq. ChoirS. .EcclestonSt. East,S. W.
I Hill, W.T. a. Littleton House, Knowle, Bristol
j Horn.H.B. al. St. John’s College, Finsbury Park
I LeGresley.J. W. The Jersey Modern S., St. Helier
| Morecraft.D.W. Steyne School, Worthing
I Norton, C.R. Margate Commercial School
| Perkins, G.H. al.se.
Clark’s College, Newport Road, Cardiff
I (Phillips, R.V. The College ( Westwood), Penarth
| Plummer, H.F. a.
I St. Peter’sEatonSq. ChoirS. , EcclestonSt. East, S. W.
! Sampson, J.N. con. Wallingbrook School, Chulmleigh
| Seddon.R.H. sc.d.
Penketh Friends’ School, nr. Warrington
(Tourneaux.P. F. al. Shoreham Grammar School
("Battle, A.M. Lytham College, Ansdell, Lytham
j Corbet, F.G. s. West End School, Jersey
I Corrie.D.J. al. St. Placid’s, Horsham
| DeWilde.P.A. al. Shoreliam Grammar School
| Goode, C.W. Shoreliam Grammar School
( Harrington , W. C.
St. Andrew’s School, Henley-on-Tlmmes
Kivell.E. The Grammar School, Holsworthy
(Lawn.S.L. Shoreham Grammar School
Oppenheim.E. al.
St. George’s School, Gosfortli, Newcastle-on-Tyne
(Thompson, L.J. The High S. for Boys, Croydon
Webb,W.J. Bourne College, Quinton
Williams, L. Newquay College, Cornwall
("tCarrel.C.A. Springside House S., Gorey, Jersey
I Commin.L.B. sc. . g
Grammar School, Chorlton-cum-Hardy
j Cooke, R.H.R. s. Modern S., Streatham Common
| tCoulthard,W.F.H. Grosvenor College, Carlisle
Continued on page 37
Feb. 1, 1917.]
THE EDUCATIONAL TIMES.
85
“IT IS CLEAR
that a capable agent who has pursued his calling for
years will have gathered, by visits, by personal interviews,
and by correspondence, a globe of precepts, and that his
profession of recommending schools is no idle pretence.”
The Journal of Education, June, 1916.
This is the definition, by a competent judge, of what should constitute a
USEFUL SCHOLASTIC AGENT.
It may be presumed that no one would knowingly make trial of the services of any other kind,
but it is still true that a proportion of Principals are induced to yield to the importunities of
plausible and worthless concerns, with the resultant loss and disappointment that might be
expected. This is a disillusioning experience for which there is no necessity.. The established,
reliable Scholastic Agencies are not many in number, and they are well known, and their record
and standing easily to be ascertained. As one of these we have a sufficient to claim clients’ confi¬
dence. If, further, we obtain the greater share of Parents’ Inquiries, we also take unusual pains
to secure them. At present our advertisements are appearing in nearly 400 papers in this
country alone; and, outside of enemy countries, the War has made no difference in the circulation
of our list of Schools.
As a result, few days pass without at least one letter of thanks from parents who appreciate the
assistance we have given them. Principals are equally generous in expressing their indebtedness.
The following extracts are from recent acknowledgments
“You will remember advising me to send
my daughter to - House School. I feel
it would be ungrateful not to write and tell
you how thankful I am I took your advice.
She came home looking the picture of health,
and she is as happy as the day is long.”
(Dec. 29.)
“I am much obliged to your firm for
assisting me to obtain these pupils, who
seem all very nice boys.” (Oct. 11.)
“Thanks very much for sending me your
1916 List of Schools. My advertisement looks
well* and has already brought me a pupil.”
(Nov. 15.)
“I want to let you know that, after one
term at - School, we are most satisfied
with your choice of a school for our daughter,
and desire to thank you very much for your
advice in the matter. We do not think we
could have selected a better place.” (Jan. 22.)
“We have quite a contingent from that
town (all through one girl whose parents
read of the School in ‘Paton’s List ’).” ( Oct . 29.)
“Relying solely upon your recommenda¬
tion, I sent my boy last term to - School,
I think it right to let you know that I am
quite satisfied with the choice made.” (Nov. 3.)
If you have not yet made trial of our services, we shall be glad
to hear from you, with particulars of your School.
J. 6 J. PATON 9 Agents,
143 CANNON STREET, LONDON , Central 5053.
36
THE EDUCATIONAL TIMES.
[Feb. 1, 1917.
NORMAL
CORRESPONDENCE COLLEGE
THE MOST EFFICIENT AND MOST • SUCCESSFUL CORRESPONDENCE COLLEGE.
(FOUNDED 1889.)
RECORD RESULTS.
THE ONLY CLASS, COLLEGE, OR INSTITUTION
that w obtained FIRST SECOND, and THIRD class HONOURS at the last THREE
OXFORD and CAMBRIDGE LOCALS .and the .HIGHEST MSTINCTIONS at the
College of Preceptors Examinations is the NORMAL CORRESPOND LNCE COLLLOB.
Send, for testimonials— names and addresses given.
HIGHER FROEBEL.
The highest percentage of Passes has been gained by
the “ Normal.” Send for Free Guide of 72 pages.
L.L.A.
Not the highest number, but the highest percentage
of Passes has been secured by the “Normal.”
Free Guide of 96 pages sent on application.
OXFORD LOCAL LIST.
A pupil of the “Normal” Heads the List and gains
Five Distinctions. This pupil wins our £50 Prize
and Gold Medal. Other pupils, as usual, gain
Honours and Distinctions. Previous to this year
pupils of the “Normal” have taken the Second,
Fifth, and Sixth places in the Kingdom.
CAMBRIDGE SENIOR LOCAL.
As usual, pupils of the “Normal” pass with First,
Second, and Third Class Honours and Distinctions,
and win Medals and Prizes.
COLLEGE OF PRECEPTORS.
The “ Normal ” is again the most successful at this
Examination. As usual, Passes with Five and
other Distinctions are gained by the “Normal.”
A.C.P. and L.C.P.
Passes with Honours obtained. The College of
Preceptors First Prize — the £10 prize for Edu¬
cation — has been won by a pupil of ' the
“ Normal."’
MATRICULATION.
At each Matriculation examination pupils of the
“Normal” are most successful. Many First
Class and other Passes were obtained as usual at
the last examination.
CERTIFICATE.
Most remarkable successes obtained again. The
“Normal” has secured the highest percentage in
the kingdom. “ Normal” Money Prizes and Medals
are won as usual.
PRELIMINARY CERTIFICATE.
THE ONLY CLASS that has passed pupils with
Seven Distinctions at any examination is the
“ Normal.” pupils of the “Normal” have gained
Seven Distinctions at both Preliminary Certificate
and the College of Preceptors.
THE NORMAL GUIDE.
Crown 8vo. 184 pp. Price 6d. net.
Free to readers of this paper.
NORMAL CORRESPONDENCE COLLEGE,
47 Melford Road, East Dulwich, London, S.E. ; and 110 Avondale Square, S.E.
Feb. 1, 1917.]
THE EDUCATIONAL TIMES
37
BOYS, Preliminary, Pass — Continued.
| Deft, A. C. All Saints’ Choir School, Clifton, Bristol
! Graham, J.L.W.St.C. g.d. Grosvenor Coll., Carlisle
i May,E.G.A. al. Littleton House, Knowle, Bristol
L Rais man, L. Fulwood Grammar School, Preston
f Barrington, A. E. d.
All Saints' Choir School, Clifton, Bristol
j Bartlett, S.G. s.
I St. Peter’s Eaton Sq. Choir S. , Kccleston St. E. ,S. W.
| Buchanan, A. R. e.
St. Joseph’s Collegiate S., Totland Bay
! Clemence.L.M. s. Hoe Grammar School, Plymouth
j Grierson,^?. al. Argyle House School, Sunderland
Hilsea College, Portsmouth
Margate Commercial School
Bethany H., Goudhurst
Arlington Park Coll., Chiswick
Brownlow Coll., New Southgate
St. Dunstan’s College, Margate
St. Aubyn's, Woodford Green
Clapton College, Clapton Common
Shoreham Grammar School
Bethany H., Goudhurst
Southend Grammar School
Private tuition
Grosvenor College, Carlisle
Bethany H., Goudhurst
Inston,S.J.A.
I Preston,S.C. s.
LRuzzak, W. al.
fFowkes,W.N. a.al.
! Headland, R.S. e.
I Mitchell, E.W. al.
| Mitchell, W.M. s.
| Pack,H.W. s.
I Troup, F.J. al.
fCrew,F.L. a.al.
| Davies, A. al.
| Edmondson, R.A. al.
j Fletcher, H.M. a.d.
ktRawstorne,N.A.
f Clements, J. W.P. /.
| The School, Wellington Road, Taunton
| Fowler, J.S. Ongar Grammar School
| Holloway, S.R. a.al.d. Shoreham Grammar School
| Peet,J.M. Southport College
| Pitlier,R.J. St. Andrew’s S., Heniey-on-Tliames
| Tattersall,J.C. al. Lytham Coll., Ansdell, Lytham
St. John's College, Finsbury Park
Hilsea College, Portsmouth
Norwich High School for Boys
Hoe Grammar School, Plymouth
Southport College
Shoreham Grammar School
Steyne School, Worthing
Hoe Grammar School, Plymouth
Shoreham Grammar School
All Saints’ Choir S., Clifton, Bristol
St. Leonards Coll. School
LWilson,A.N. al.
fButler.A.LI.
| Glad well, R.F. a.
j Liddicoat,H.A.
I Swift, J.S.
LWoodward,S.C. al.
( Chase,S.
I Endle,R.M. gm.
I French, B. s.
| tiles, R.G.
| Midgley,J.L.
. Trimby.E.W. d.
L Southampton Boys’ College and High School
f Ashley, C.E. s. St. Andrew’s S., Henley-on-Thames
j Besemel,B.F. s. Clapton College, Clapton Common
j Brightmore,V.C. t. Carshalton College
Chown.C.P. e.
London Coll, for Choristers, Paddington
Coward, N.B. al. Littleton H., Knowle, Bristol
Griffith, W. P. al. Bedford House School, Hastings
Harding, A. K. Cranbrook College, Ilford
| Hill,S.P. Clark’s Coll., Newport Road, Cardiff
| Huxford,L.E. The Philological School, Southsea
j tHyde.E.F. Margate Grammar School
I Kemsley,R.W. a. Hoe Grammar School, Plymouth
Killingbaek,L.A. St. John’s Coll., Finsbury Park
| Phillips, L.C. Grove House School, Higligate
| Raffray,A.W./'. Springside House S., Gorey, Jersey
LRobinson,A. Willow House School, Walsall
f tBall.G. W. Margate Grammar School
Drew.R.O. s. Ongar Grammar School
tDuck,N.W. Margate Grammar School
Edmundson,W. Fulwood Grammar School, Preston
Gray.G.W.T. s.
St. John’s Choir School, St. Leonards-on-Sea
| King,R. Bethany House, Goudhurst
| Loman,A.G. a. Elm Grove School, Exmoutli
I Shrubsole.R .~D.al.gm. Kent Coast Coll., Herne Bay
I Sutton, 8. V. d. Rethany House, Goudhurst
bfThompson-Kelly,H.E.G. Grosvenor Coll., Carlisle
f Aldiss,W.V. Norwich High School for Boys
I t Garcia, M. Private tuition
j Hipwell,H.H. al. Steyne School, Worthing
| Knox,E.B. Tellisford House, Redland, Bristol
| Wallis, E.C. al. Cambridge House School, Norwich
j Whiting, F.J. _ The Philological School, Southsea
| Woodruff, E.W. al. St. Dunstan’s College, Margate
LZumbuhl,D.J.F. al. Ongar Grammar School
('Bliss, H.L. Littleton House, Knowle, Bristol
| Bridger.R.IL a.d. Ongar Grammar School
| Cambridge, J.S. St. Aubyn’s, Woodford Green
| Jones, R.E. al. Grove House School, Plighgate
I King,D.R. a. Carshalton College
j tMorris,T. The Palace School, Bewdley
| 0’Brien,T.N. St. Placid’s, Horsham
| Orford,F.C.R. Shoreham Grammar School
| Poole, F. Ongar Grammar School
| Saunders, G. Steyne School, Worthing
| Short, H.B. a. Carshalton College
kStevenson.N.LeM. The Jersey Moderns., St. Helier
f Birch, C. al. Oxenford House, St. Lawrence, Jersey
j Howard, J. Margate Commercial School
j Johnson, C. Clifton Coll., North Shore, Blackpool
| Thomas, N.D. Swindon High School
i Veevers.C.J. g. Kent Coast Coll., Herne Bay
| Winter, T. S.R.
L Newcastle Modern School, Newcastle-on-Tyne
C Baker, J. Shoreham Grammar School
| Berg,E. Argyle House School, Sunderland
| Csmm,H.L. s. The Palace School, Bewdley
I Chilvers,R. al. Barton School, Wisbech
j Comyns,J. Carshalton College
Craig, S. Arlington Park College, Chiswick
fGordon,A.J. Margate Grammar School
tHicks,L. Margate Grammar School
Roberts, S.E. al. Shoreham Grammar School
Rocli.F.O. a.al. Clark’s Coll., Newport Rd., Cardiff
Smith, H.E. Norwich High School for Boys
Smith, R.H. Norwich High School for Boys
Stoneman,J.L. Newquay College, Cornwall
Whitaker, R. St. John’s College, Finsbury Park
Winter, A. T. Southampton Boys’ Coll, and High 8.
Zambra,J. Kent Coast College, Herne Bay
fBagnall,F.C.J. d. Bourne College, Quinton
| Cook, R.G. Grove House School, Highgate
i Hennequin.R.L. Arlington Park College, Chiswick
| Nicholas, W. a.al.
kWillianr.s,E.A. al.
C Bates, H.
| Bertalot,E. V. so.
j Blaclcburne, A.F.N.s.
| Bode.B.V.
| Bulman,H.A.
j Deeley,W.E.
| Hobgen,0.
j Mitchell, L. e.
L Palmer, R. A.K.
Ongar Grammar School
Steyne School, Worthing
Ongar Grammar School
Private tuition
Bedford House S., Hastings
Kent Coast Coll., Herne Bay
Grosvenor College, Carlisle
All Saints’ Choir S., Clifton, Bristol
St. Peter’s Coll., Brockley
Bethany H., Goudhurst
St. Leonards Coll. School
C Appleby, C.H.
| St.Peter’sEatonSq.ChoirS.,EcclestonSt.East,S.W.
| Bull,S,W.A. s.f. The School, WellingtonRd., Taunton
Hasse,C.W.E. g._
| Mason, D. W. al.
I Moore, D.B.A. cl.
j Walker, R.A.
I Welton,S.C. rd.
L Wyatt, N.L. s.
( fAnsell,E.A.
| Clare, S.O.
| Clarke, D.
| Griffin.L.W.
j Powel),F. d.
j Renison,S. e.
| fStephen,A.
| Taylor, J.G.
| Williams, D.R.M.
PWindrow.C.F. a.
rtBall.F.A.
Bonser,T.R. d.
Field, F.J.
Fox,H.G. .9.
Grey,J.W. a.
Hedgecock,G.A. s.
Mayner.R.S. d.
Kent Coast Call. , Herne Bay
Ongar Grammar School
Swindon High School
Grosvenor College, Carlisle
Ongar Grammar School
St. Aubyn’s, Woodford Green
The Palace S., Bewdley
Wallingbrook School, Cliulmleigh
Penketh Friends’ S. , nr. Warrington
Bourne College, Quinton
Bethany H., Goudhurst
Penketh Friends’ S., nr. Warrington
Southampton Boys’ Coll, and High S.
Penketh Friends’ S.,nr. Warrington
St. John’s Coll., Finsbury Park
Kersal School, Manchester
Margate Grammar School
Bourne College, Quinton
Ongar Grammar School
St. Leonards Coll. School
Fairhaven Boys’ School, Bristol
Shoreham Grammar School
Bethany H., Goudhurst
Ruddock, E.
St. George's School, Gosfovtli, Newcastle-on-Tyne
Sanders, R. Fulwood Gram. S., Preston
Stratton, L. A. Littleton H., Knowle, Bristol
i. t Williams, R. A. H. The Palace S., Bewdley
f Brett, R.A. E. Cambridge House School, Norwich
Govell,C. Margate Grammar School
f Halford, E.G.
Southampton Boys' Coll, and High School
+ Hartley,F.C. Grammar S.,Chorlton-cuin-Hardy
Lowcock.J.H. Lytham Coll., Ansdell, Lytham
Mackey, J.E. a.al.
Civil Service Acad. ACommercialColl., Manchester
(Sharpen, D.H. Norwich High School for Boys
('fBarnes, A.G.
Southampton Boys’ Coll, and High School
Collins, A. W.
St.Peter’sEatonSq.ChoirS.,EeclestonSt.East,S.W.
Johnson, E.B. d. The Western College, Harrogate
Palmer, H.E. Ongar Grammar School
Pool,J.H. al.
Newcastle Modern School, Newcastle-on-Tyne
1 Ramsey, R.N. e. Mount Radford School, Exeter
| Skelton, R.C. Ongar Grammar School
| Thomas, W.S. Hoe Grammar School, Plymouth
| Wheatcroft, L. C. Ongar Grammar School
(t White, W.J. St. Leonards Coll. School
f Davis, D.E. Mount Radford School, Exeter
| Dunn,G.G.
Newcastle Modern School, Newcastle-on-Tyne
| Handley, G.C. s. Clifton Coll., NortliSliore, Blackpool
| Hawks, J.C.
I Newcastle Modern School, Newcastle-on-Tyne
| Morgan, H.S. New College, Harrogate
| Pike, J.C. Hoe Grammar School, Plymouth
| tPitt,S.W. Ongar Grammar School
ft Westlake, S.R. The College, Weston-super-Mare
('Douglass, A.G. Laugharne School, Southsea
| Edmonds, W.H. gm. Wallingbrook S., Cliulmleigh
| Edwards. A. Hoe Grammar School, Plymouth
| Farmer, J.H. The Palace S., Bewdley
| Furse,W.G. Wallingbrook School, Chulraleigli
| Gordon, K.D. Kent Coast Coll., Herne Bay
I Knill,E.H. a. Carshalton College
| Lewis, I. W. All Saints’ Choir S., Clifton, Bristol
| Racey,H. al. Barton School, Wisbech
I Stronach.J. D.S. Grosvenor College, Carlisle
L Westlake, D.E. /.TlieSchool, WellingtonRd., Taunton
|'Baty,W.L.
j Newcastle Modern School, Newcastle-on-Tyne
('Barrow, F.O. Hoe Grammar School, Plymouth
| Farnworth,E.T. al. Shoreham Grammar School
| Hamilton, N.McK. Elmhurst, Kingston-on-Thames
| Rayner,C.J. Bethany H., Goudhurst
I f Roberts, G. Margate Grammar School
| Turnill.H.R. The Palace S., Bewdley
(Woolnough.N.D. Norwich High School for Boy*
("Baynes, E.W.
| tBrowning,W.G.
| Parker, H.E. s.
(.Smith, S.G.
f'tBenbow,C.E.
Steyne School, Worthing:
Margate Grammar School
The Palace S., Bewdley
Kent Coast Coll., Herne Bay
St. Leonards Coll. School
Billot, C.P. al. SpriDgsideHouseScliool, Gorey, Jersey
Le wth waite, N.M. Southport College
May,J.K. Shoreham Grammar School
Parker, H.B. Bethany H., Goudhurst
Phillips, W.B. Margate Commercial School
Wilson, T. Argyle House School, Sunderland
('tGreeiijH.L. The High School for Boys, Croydon
| Marsh, C.W.J.
Southampton Boys’ Coll, and High School
| Moss, J. A. Bethany H., Goudhurst
| Symes.R.E. Steyne School, Worthing
(Williams, A. B. s. Steyne School, Worthing
f Bastard, E.C. .s. The School, WellingtonRd. .Taunton
| Budd,V.R. a.al. Ongar Grammar School
j Durrant.J. St. Andrew’s S., Henley-on-Thames-
I Ellison, S.F. 15 HawthorneRd.,Moreton, Birkenhead
j Hill,G.P.S. Froebel House, Devon port
I Lamy.F.P. Springside House School, Gorey, Jersey
I Mauger,E.S. s.f. Oxenford H., St. Lawrence, Jersey
| Player, A.D. All Saints’ Choir S., Clifton, Bristol
(Rush worth, A.D. New College, Harrogate-
( Atkinson, R.S. al.
CivilServieeAcad. &CommercialColl., Manchester
Baxter, C.K. Ongar Grammar School
Buisseret.W.J.G.
St. Joseph’s Collegiate S., Totland Bay
tDavies,J.W. College School, Colwyn Bay
Enisden,N. Barton School, Wisbech-
fBrackstone.C.H. Tellisford H., Redland, Bristol
| HanisclqL.M. ■
| St. George's School, Gosforth, Newcastle-on-Tyne
| Scott, J.N. Grosvenor College, Carlisle
i Shimwell.J.H. The Palace S., Bewdley
(Wearing, J.D.H. Bourne College, Quinton
f Cooper, M.J. Littleton H., Knowle, Bristol
Cooper, M.S. d. Shoreham Grammar School
Rycroft,R. Arlington Park College, Chiswick
Thompson, A. E. Highbury Park School, N.
Tubb,W.L. Hoe Grammar School, Plymouth-
(Woodroffe, L.C. Shoreham Grammar School
C Cummings, R.G. Grosvenor College, Carlisle
j tDenning,A.C.D. Hoe Grammar School, Plymouth
| Lashbrook,J.H. Bethany H., Goudhurst
(Smith wick, A. D . St. Placid’s, Horsham
l'Cook,L.E.G. al. Swindon High School
I Gillies, T.A. s. St. Aubyn’s, Woodford Green
j fGoodwin,A.G. St. Leonards Coll. School
| Holden, J. Fulwood Gram S., Preston
I Jarvis, H.G.W. Romford Coll., Romford'
((Martin, L.J. Hoe Grammar School, Plymouth
('Clark, C. Elmhurst, Kingston-on-Tliames-
| Eldridge.G.H. St. Leonards Coll. School
| Griffiths, C. Newquay College, Cornwall
I Johnson, T.M. Steyne School, Worthing
| t Thomas, G.H.
Southampton Boys’ Coll, and High School
(Widger.H.S. Hoe Grammar School, Plymouth
fBarefoot.D.C. St. Peter’s Coll., Brockley
| Beckett, C.E. Norwich High School for Boys
| Goudey.A. T. , Tellisford H., Redland, Bristol
(Hipkiu.R. The Philological School, Southsea
('Davies, W.D. Addiscombe New College, Croydon
I King, G.C. J. Shoreham Grammar School
| Moffat.A.M.
Newcastle Modern School, Newcastle-on-Tyne
j Pope,F. Kent Coast Coll., Herne Bay
I Randell,R. J. Norwich High School for Boys
(Wheatley, G. Margate Grammar School
fBell.N.E. Norwich High School for Boys-
Durbin, G.E. Castle Hill School, West Ealing
Evans, D. Clark’s Coll., Newport Road, Cardiff
Fleury,G. Oxenford House, St. Lawrence, Jersey
tRicliardson, W. Ascham House School, Harrogate
. t Williams, E. Clark’s Coll., Newport Road, Cardiff
f Bodenham,E.T. s. The Palace S., Bewdley
| Hutchings, W.D. Hoe Grammar School, Plymouth-
| Mathias, R.E. Highbury Park School, N.
j Theobald, H. al. Norwich High School for Boys
(Toas,G.H. The Western College, Harrogate-
('Bainford, J. Arlington Park College, Chiswick
( Dance, R.L. Belmore House School, Cheltenham,
f Goodman, W.R. The School, WellingtonRd., Taunton
| Little, C.S Norwich High School for Boys
| Murry, J.McI. The Western College, Harrogate
Southerden,D.G. Sussex House School, Rye
Sutton, W. M.J.
St. Peter’s EatonSq.ChoirS.,Eccle*tonSt.E.,S.W.
j Walker, C.L.V. Hoe Grammar School, Plymouth
l Warren, L.T. Hoe Grammar School, Plymouth
Perowne,A. Norwich High School for Boys
('Coles, W.F. Bethany H., Goudhurst
| Flowerday,G.A.
Central Correspondence Coll., Sheffield
l Porter, A.G. Newquay College, Cornwall:
Risdon,J.R. Hoe Grammar School, Plymouth
('Ormiston.S.A. Gro*venor College, Carliile-
| William*, A.H.
j St. Peter’s EatonSq. ChoirS., EcclestonSt.E.,S.W.
1. Wilson, D.W. Gro*yanor College, Carlisle,
38
THE EDUCATIONAL TIMES.
[Feb. 1, 1917
GIRLS.
For list of Abbreviations, see page 32.
SENIOR.
Pass Division.
■Gubbay.M.S. Private tuition
Delassus.T.s./.p/i.do. Convent of Providence, Seaford
Henderson, J.T. Crouch End High S.and College, N.
Heslop,C M. s. Private tuition
Wilson, D. do. Norma School, Waterloo
Stennett.D.E. mu. do. Ladies’ College, Nantwich
Bond,E.E. Pengwern College, Cheltenham
Kel!y,M. mu. Rock Hill School, Chulmleigh
Parker, G. A. Private tuition
Williams, H.L. s.
Hampton Grammar School, Glasbury-on-Wye
Gervaert,L. The Close, Dyke Road, Brighton
f Pritchard, B.A.M. Private tuition
-| Ternan.K. Convent of Providence, Seaford
' Vallancey.J.M.M. f. Private tuition
Seddon,I.M. Penketh Friends’ S., nr. Warrington
Selby, M.S. /. Private tuition
Honey, A.G. do. Private tuition
('Cuffin,C.A. s. Private tuition
''Dermis, W.F. Chiswick Girls’ School, Chiswick, W.
Williams, D.M. d.
Emlyn Grammar School, Newcastle Emlyn
Thomas, J. Grammar School, Pencader
Stephens, D.J.
Hampton Grammar School, Glasbury-on-Wye
Lewis,M.E. Inglewood School, Mobberley
•Gardner, F.K. Crouch End High S. and College, N.
Morris, M. Old College School, Carmarthen
Alexander, O. Private tuition
Stephens, M.J. Private tuition
Suthers, E.M. Private tuition
JUNIOR.
Honours Division.
Bale, E.M. s.d.mu. Rock Hill School, Chulmleigh
Garton,E.B. s.al.f.
Finsbury Park High School, Adolphus Road
Nokes.I.C. s.d. Crouch End High S. and Coll., N.
Lewis, A. M. s. Aston Park School, Handsworth
Hall.M.D. al. Skerry’s College, Newcastle-on-Tyne
Taylor, P.M. s.h.do.
Penketh Friends’ School, nr. Warrington
Lean.K.D. s.e.al. Penketh Friends’ S., nr. Warrington
Barr.E.I. mu. Rock Hill School, Chulmleigh
fCowlin,F.E. al.f. Private tuition
j Lichtenberg.A. a. al.f.
Crouch End High School and College, N.
Manning, E.M. mu. Rock Hill School, Chulmleigh
Mackay.K.G. e. Crouch End High S. and College, N.
JUNIOR.
Pass Division.
Hayes, M.E.T. DunmoreS., St. Leonards-on-Sea
Botley.C.M. /. Wellington College, Hastings
Warden, E.G. s. Stapleton Hall S., Stroud Green
Ward, A. M. The Grammar School, Holsworthy
Cox-Moore,C.M. e.
Gordon Hall School for. Girls, Gordon Sq., W.C.
Pascal-Taylor,P.K. s.e.
Gordon Hall School for Girls, Gordon Sq., W.C.
f'Golby.C.D. Crouch End High School and Coll N
LRice.V.I. s.do. Private tuition
Gardner, K.W.H. s.al.
Intermediate School, Stoke Road, Gosport
f Ellicott.E.L. s.f. Private tnit-ion
LHill.E. Penketh Friends’ 8chool, nr. Warrington
Boston, E.F. Private tuition
Frankland.E. a.al. Private tuition
r ’Mitchelhill.H.M. h. Pri vate tuition
t Taylor, A. Private tuition
fde Somer.M.J. /. Wellington College, Hastings
| Scovell,M.L. s. Steyne High S. for Girls, Worthing
LThorpe,M. d. Wellington College, Hastings
Harrison, E. s. Dalkeith School, Ripon
Barrett, M. d. Private tuition
*Marsden,L.E.
Preswylfa High S. for Girls, Roatli Pk., Cardiff
('Cook.E. Dalkeith School, Ripon
U3tokes,E.M. d. Rock Hill School, Chulmleigh
CLeggjI.K. Intermediate S., Stoke Road, Gosport
L McNeil, A. e. Lime Tree House School, York
rDuekham,M.C. 15 Queen Street, Aspatria
LWells,H.R. Private tuition
Schliephak.O.I.
Guildford Lodge Convent S., Hammersmith
Pratt, J. A. Stapleton Hall S., Stroud Green
fBoutroy,A.M.A. Dunmore S., St. Leonards-on-Sea
| Pascal-Taylor, W.M.
L Gordon Hall S. for Girls, Gordon Sq., W.C.
CCollyer.G. s. Walsall Road Girls School, Cannock
l Tandy, M. B. Private tuition
'*Dollond,K.B. do. Private tuition
Dunn, D.M. Crouch End High S. and College, N.
Matterson,K.M. e.
College of Pharmacy, North Finchley
♦Kelsa.il, A. L. do.
Penketh Friends’ School, nr. Warrington
Jones, N.O. Private tuition
*Dunn,J.M. do. Crouch End High S. and College, N.
“Howcroft, A. R. do.
Middle Hulton Private School, Bolton
Laurens, N. A. St. James’s Collegiate S., Jersey
Stocker, M.E.N. mu. Rock Hill S., Chulmleigh
Temple, M. A. <1. The Limes, Buckhurst Hill
LDwyer,M.M. s.
St. Joseph’s Collegiate S., Totland Bay
j Hall, D.M. J. /. Private tuition
| Jones, E.M. S. e. Private tuition
l Killian, E. Private tuition
fHaines.V.B. e.f. St. Winifred's, Southampton
| McManus, M.J. Private tuition
LWitter, K. Ladies’ College, Nantwich
Jones, E, O. al. Private tuition
fHallatt,M.K. Penketh Friends’ S., nr. Warrington
| Plant, O.E. Crouch End High School & College, N.
LWotton.D.V. s. Fairview College, Dartmouth
Harris, C. M. al. Private tuition
Watson, J.S.
Tutorial Coll., Lauriston Place, Edinburgh
fBall,E. /. Bedford Civil Service College, Bedford
l*Hampson,D.M.S. Pengwern College, Cheltenham
fFox,M.C. Dunmore School, St. Leonards-on-Sea
^Marriott, V.M. Broadgate S. for Girls, Nottingham
Bell, E.G. Private tuition
f Dace, E.M. St. Mary’s Roman Catholic S., Cannock
^Robinson, L.D. Private tuition
fCarson- Abbott, R. A. Lyndhurst School, Erdington
l_Kendall,N. Penketh Friends’ S., nr. Warrington
Callam,E.F. al. Private tuition
♦Ingram, K.M. High School, Twickenham Green
("Davies, M.T. Clark’s Coll., Newport Road, Cardiff
L Thomson, R.E. Private tuition
Burridge,H. J. e. Steyne High S. for Girls, Worthing
f Barker, E. Pengwern College, Cheltenham
I Ireland, D.J. Private tuition
LWall.J.A. Pengwern College, Cheltenham
f Barnett, D. Ladies’ College, Nantwich
| Bennett, B.K. Pemberton College, Upper Holloway
| Collingridge.N.L.
Crouch End High School and College, N.
Fletcher, P.M. Pengwern College, Cheltenham
MacGregor, E. A. d. The Western College, Harrogate
'- Regan, Y. M. Private tuition
♦Griffin, S. Pengwern College, Cheltenham
("Richards, A. M. Private tuition
LTwigg, D. Private tuition
fF°gg,A.B. Private tuition
t.Mayo,M.G. d. Glenthorne School, Bristol
Moore, P. Boys' High School, Barnsley
I ucker,G. Rock Hill School, Chulmleigh
GieenhilljM.A. Wellington College, Hastings
V’R-S- Wellington College, Hastings
Robathau.L.S.
Pemberton College, Upper Holloway
f&P?’15; _ _ Ladies’ College, Nantwich
L Roberts, D.E. The Grammar School, Pencader
Dillistone,P.M.K. Private tuition
Jeffers, A. L. Private tuition
Smith, L.M. Victoria 8. of Languages, Liverpool
PRELIMINARY.
Honours Division.
Baker, E.C. s.t.f. Woodside, St. Leonards-on-Sea
Harris, W.E.M. s.a.mu. Rock Hill S., Chulmleigh
Trible,E.B. s.e.a.al. The Grammar S., Holsworthy
Hagarth,M. s.e.al. Colville House, Eastbourne
Bonnett,L. e.f.
Anglo-French S., Leicester Sq., W.C.
Kirkwood, M. A. e.g.al.d.
Tower House Mod. High S. for Girls, Up. Norwood
Little, J.R.R. d. Glenlea, Herne Bay
Cornish, J. a. Comrie School, Exeter
f Boutroy,L. /. Dunmore S., St. Leonards-on-Sea
Ellis, A.l.I. s. Rock Hill School, Chulmleigh
Gruchy.E.B. s.al.f. West End School, Jersey
8axby,D.A.L. Dunmore S., St. Leonards-on-Sea
Smith-Hill, E.E.B. s.al.f. 15 Queen Street, Aspatria
Munday,R. s.e.d..
Crouch End High School and College, N.
PRELIMINARY.
Pass Division.
fTozer,I.A. Fairview College, Dartmouth
f Crewe, E. Ladies’ College, Nantwich
ftBarton.N. Lime Tree House School, York
tDimmock.D.L.F. s.
L St. Joseph’s Collegiate School, Totland Bay
fAmos,E.D. s.e. Elmcroft High S., Winchmore Hill
LHoughton,D.S. Intermediates., Stoke Rd., Gosport
Harrison, G.M. al.f. Hainault High School, Ilford
Sharpley.M. a.al. The Grammar S., Holsworthy
rtBonghey.M.S. Ladies’ College, Nantwich
LStacey,N.C. a. The Grammar S., Holsworthy
fBeasant.L.B. e.al. Stapleton Hall S., Stroud Green
| fJones,H.M. Private tuition
t_Mitchell,B. s. Granville College, Southampton
+Pickford,K.A. s.
Steyne High S. for Girls, Worthing
Randall, V. Comrie School, Exeter
Henley, M. al. Hainault High School, Ilford
Devening,M.K.I. t. Glenthorne School, Bristol
Hatswell,D.V. Hainault High School, Ilford
rAlmack.J. s.al. Dalkeith School, Ripon
| Bullen,R.G. s.
The College, Melbourne Avenue, W. Ealing
LMcFarlane,I.F. e. Glenarm College, Ilford
Bruton , H. W. B rownlow College, New Southgate
f tGresty,C.M. Penketh Friends' S., nr. Warringt/m
| Loynds, W.A. mu. Glenarm College, Ilford
LTidy,H.E. e.a.al. Dunmore S., St. Leonards-on-Sea
Domville,H.M. Penketh Friends’ S.,nr. Warrington
Bradley, E.V. a.al.
Steyne High School for Girls, Worthing
Hardman, R.A. Wintersdorf, Birkdale, Southport
Turner, K. A. Rock Hill S., Chulmleigh
fEdwards,J.C. s.f. Private tuition
l.Robinson,B. Wintersdorf, Birkdale, Southport
f Barnett, F. Dalmeny, Morgan Avenue, Torquay
i Dotting, L.D. Pemberton College, Upper Holloway
LVarty,J.A. Hainault High School, Ilford
( Alder, I.R. s.e. Pemberton College, Upper Holloway
[ French, E.B. Brownlow College, New Southgate
| Penfold, M.L. Brownlow College, New Southgate
Starck,M. s.f. Five Oaks Villa, St. Saviour’s, Jersey
Thorburn,U. e. Penketh Friends’ S., nr. Warrington
f Farmer, I.T. Hainault High School, Ilford
| Kershaw, C.M. t.
Convent F.C.J., Fallowfteld, Manchester
LMann,O.F.G. s. Carlton College, Leigh-on-Sea .
rCox,A.B. al. Fauntleroy, St. Leonards-on-Sea
LGill,W.A. Lime Tree House School, York
C f Ashworth, D. Cheetham Collegiate S., Manchester
| Hatzfeld,M. s. Steyne High S. for Girls, Worthing
VPollock.K.B. s. Norma School, Waterloo
/'Fahey, A.M. /. Pearith New S., Church End, Finchley
| Joel.S.M. e.d. Finsbury Park High S., Adolphus Rd.
^8cott,D.F. s.al. Steyne High S. for Girls, Worthing
/'tJosliua.C. Tutorial School, Newquay, Cardigan
VOstick,L. Lime Tree House School, York
ftArm»trong,J.G.F. Pengwern College, Cheltenham
| Hosken.J.E.F. Glenlea, Herne Bay
LWilkins,G.M. s.d. Steyne High S.forGirls, Worthing
Feb. 1, 1917.]
THE EDUCATIONAL TIMES
39
GIRLS, Preliminary, Pass— continued.
(''Byrne, E.G. e.ci. Crouch End High S. and College, N.
I tDavies,M.J. Tutorial School, Neivouay, Cardigan
i Ford, M. A. d.
Lancefield College, Weatcliff, Southend-on-Sea
I Godsell,I.N. Finahury Park High S., Adolphus Rd.
VHeale.L.M. i. Hainault High School, Ilford
t Peirce, M.M. Trinity House School, Bexhill-on-Sea
(''Carter, C.D. Steyne High S. for Girls, Worthing
I Farrer,E.M. Crouch End High S. and College, N.
I Hepwortli.W. Ion House School, East Molesay
VKenip,P.M. s. Wintersdorf, Birkdale, Southport
rtBurgess,E. Lime Tree House School, York
^ Davis, W.G. K. Sussex House School, Rye
(DAleyn.M.M.S.T.P. Fauntleroy, St. Leonards-on-Sea
I Kivell,M. a.a l. The Grammar School, Holsworthy
VPoulter,W.M. s. 12 Prideaux Road, Stockwell
tSmith,I.G. High School, Twickenham Green
Knowles, M. Penketli Friends’ S., nr. Warrington
fBurdge.M.J. Brownlow Coll., New Southgate
| Cohen, M. A. Private tuition
I Gittins.L.G. Pengwern College, Cheltenham
LLowles,G.A. Pemberton College, Upper Holloway
fGilley,D.L. Five Oaks Villa, St. Saviour's, Jersey
| Hamby, G.H. e. St. Wilfrid's Convent, Chelsea
| McKenna, M.H. Penketli Friends’S., nr. Warrington
LPugh,M.C. Windsor High S., Wavertree, Liverpool
Cecil, I. M. Elmcroft High S., Winclimore Hill
fHoward,D.M. s. Scarisbrook College, Birkdale
VtSeott,M.I. Lime Tree House School, York
Fahey, K.G. Penrith New S., Church End, Finchley
fBailey,H.M. s.e.
RoyalSchools for tlieDeaf,01dTrafford, Manchester
| Thorndycraft,M.G.
L Elmcroft High School, Winclimore Hill
fLeHuquet,B. s.f.
; The Crown School, St. Martin’s, Jersey
LtOwen.M.E. Clark’s Coll., Newport Road, Cardiff
rLuliman.H.B. London College, Goodmayes
lWyman,P. Penketli Friends'S., nr. Warrington
fHolz,D.B. St. John’s College, Brixton
l. Jarnet.E.F. f. St. Lawrence Central School, Jersey
f Almond, B. Sandycroft, Commercial St., Blackpool
j Blockley,G.M. al. St. Dunstan’s Coll., Margate
| Sandels,I.L. St. John’s College, Brixton
L Tomlin, M.E.M. /. Carlton College, Leigh-on-Sea
( Albright, M. Penketh Friends’ S., nr. Warrington
LCormack,H.M. Claugliton College, Romford
Dick,J.L. Wintersdorf, Birkdale, Southport
Stennett,M. Ladies’ College, Nantwich
fCramer, A. Convent F.C.J. Fallowfield, Manchester
LLund.H. Lime Tree House School, York
f Cozens, C. A. Glenarm College, Ilford
LWing, R.V. Private tuition
deLaudin,S. Scarisbrook College, Birkdale
f Crewe, P. Ladies' College, Nantwich
LFeatherstone.I.M. Lime Tree House School, York
C Duncan Evans, I. C.
Convent F.C.J. Fallowfield, Manchester
LPeckett, M. J. Wintersdorf, Birkdale, Southport
fBateman,H. * Ladies’ College, Nantwich
L Deeming, L. The Waldrons, Dulwich
Gilchrist, D.leG. Wintersdorf, Birkdale, South poit
LOWER FORMS EXAM I NATION. - PASS LIST,
BOYS.
.Abrams, H.C.D. Herne Bay College
Allen, A. L. Kent Coast College, Herne Bay
Arditi,S. Raleigh College, Brixton
Aylwin,J.N. Trinity House School, Bexhill-on-Sea
Ayres, G.R. The Philological School, Soutlisea
Baker, A.M. Bethany House School, Goudhurst
Baker, G.S. Arlington Park College, Chiswick
Bale.H. Streatham Grammar School
Ball.N. Hove College
Barnett, O.L.K. Ongar Grammar School
Barnett, G.E.O. HarlestonHouse, St. Lawrence, Jersey
Barr, E.W. Brownlow College, New Southgate
Barrow, T.P. Kent Coast College, Herne Bay
Bartlett, L.C. Herne Bay College
Bashford,R.C. Shoreham Grammar School
Bates, A. E.C. Shoreham Grammar School
Baxendale,F.J.S. Swindon High School
Beaton, J. Oxenford House, St. Lawrence, Jersey
Benest,A.J. West End School, Jersey
Benest,C.C. La Croix HouseSchool.Sf. Peter’s, Jersey
Benjamin, V. Ongar Grammar School
Bennett, E.W. Eton House School, Southend-on-Sea
Bennett, S.E. Kent Coast College, Herne Bay
Berg,S. Raleigh College, Brixton
Bingham, R.S. Brighton House School, Bristol
Blakey,K.F.O. Argyle House School, Sunderland
Blouet,R.W. Broadgate School, Nottingham
Booth, E.J. Southport College
Bourne, A.R. Eton House School, Southend-on-Sea
Bourne, D.G. A. Godwin College, Margate
Bowden, J.H. Tothill School, Plymouth
Brackstone,G. Telli.sford House, Redland, Bristol
Brex,B.T. Herne Bay College
Broadbridge,H.T. Shoreham Grammar School
Brocklehurst,E. Penrith Friends’S., nr. Warrington
Brown, P.N. Shoreham Grammar School
Browning, T.W. Tothill School, Plymouth
Bryan, A. W. The Grammar School, Holsworthy
Buckler, R. Kent Coast College, Herne Bay
Burch, K.E. Herne Bay College
Burnett, R.L. Brighton House School, Bristol
Burrouglies,E.R. Norwich High School for Boys
Bushell,C.N. Herne Bay College
Butement.W. A.S. Richmond Hill School, Surrey
Butt, A. L. Littleton House, Knowle, Bristol
Carmichael, P.H. Southport College
Carr-Hill,E.A. Shoreham Grammar School
Chadwick, F. The College, Weston-super-Mare
Chambers, G.H. Bethany House School, Goudhurst
Chapman, C.H. Herne Bay College
Checkland,E. Norwich High School for Boys
Cliitham,C.B. Herne Bay College
Chubb, R.G. Tothill School, Plymouth
Clark, J.F. Shoreham Grammar School
Cohen, E. Argyle House School, Sunderland
Coleman, A. J. Shoreham Grammar School
Coogan,R. The Convent, Pulteney Road, Bath
Cook,L.M. Shoreham Grammar School
Cookson.W.R. PenrithFriends’School, nr. Warrington
Cottle, J.H. The College, Weston-super-Mare
Cox, G.S. Cambridge House S., Cliftonville, Margate
€ox,P.M. The College, Weston-super-Mare
Oox.S.M. The College, Weston-super-Mare
Creedon,H.E. Tothill School, Plymouth
Cripps,R.R. St. Aubyn’s, Woodford Green
Croft, W. The Convent, Pulteney Road, Bath
Crotch, W.J.B. Norwich High School for Boys
Dalton, R.G. Raleigh College, Brixton
Danson,S.H. Herne Bay College
Davies, H.H. Southend Grammar School
DeCarteretjR.P. West End School, Jersey
Dennis, H.T. Godwin College, Margate
Dickson, J.H. The Grammar School, Holsworthy
Dodd, J. A. Modern S., Streatham Common
Donaldson, W. A. Steyne School, Worthing
Doughty, H.C. Godwin College, Margate
Dowsett,H.L. Eton House School, Southend-on-Sea
Duffield,W. Shoreham Grammar School
Dunn.C.W. All Saints’ Choir School, Clifton, Bristol
DuVal, H.S. Harleston H., St. Lawrence, Jersey
Edwards, K.J. The School, Wellington Rd., Taunton
Egglestone,H. Argyle House School, Sunderland
Ellett.J.C. Swindon High School
England, W.F. Richmond Lodge, Torquay
Evans, A. O. Richmond Hill School, Surrey
Evans, R.W. Tothill School, Plymouth
I Fahey, D.M. Penrith New S., Church End, Finchley
I Fish,H.B. St. Aubyn’s, Woodford Green
j Forty, S.F.S. The Douglas School, Cheltenham
: Fountain, K.B. Hove College
| Fowler, SAY. Shoreham Grammar School
! Fox,C.A. Modern School, Streatham Common
i Fox.N.P. Modern School, Streatham Common
French, L.H. Shoreham Grammar School
French, S.C. Shoreham Grammar School
Gardiner, E.L. Penrith New S., Church End, Finchley
\ Gaunt, J.S. St. Aubyn's, Woodford Green
j Gibaut,J.P. West End School, Jersey
j Gibbs, G. A. Richmond Lodge, Torquay
j Gilbride,F. Grove House School, Highgate
Goodale,E. Barton School, Wisbech
Goodfellow,R.H. The Philological School, Soutlisea
Grainger, R.E.P. Shoreham Grammar School
Gray, W.G. Steyne School, Worthing
Greenwood, H.R. Ansdell School, Lytham
Greenwood-Brown, D. St. Aubyn’s, Woodford Green
Grieve, J.C.J. St. Placid’s, Horsham
Hackman, D. Swindon High School
Hall,E.C.M. Richmond Hill School, Surrey
Hall,J.M. Penrith Friends’ School, nr. Warrington
Hall,R. Elmhurst, Kingston-on-Thames
Handley, C. Barton School, Wisbech
Hard-taff,P.L. Broadgate School, Nottingham
Harmer.A. Fauntleroy, St. Leonards-on-Sea
Harris, J.H. The Douglas School, Cheltenham
Harrison, A. G. Argyle House School, Sunderland
Harrison.M.B. Brighton House School, Bristol
Hawes, E.M. Herne Bay College
Haworth, J.B. Southport College
Hay,W.E.A. Argyle House School, Sunderland
Bayman,O.R. Wallingbrook School, Chulmleigli
Headland, F.J. Brownlow College, New Southgate
Hember,C.J. Littleton House, Knowle, Bristol
Henson, G.M. Penrith Friends’ School, nr. Warrington
Hibbard, G. Swindon High School
Hicks, K.J. Modern School, Streatham Common
Hoare,M.H. West End School, Jersey
Hoare,N.G. Modern School, Streatham Common
Hoare,S.J. Eton House School, Southend-on-Sea
Hobday, C.W.B. Godwin College, Margate
Hobday, G. Godwin College, Margate
Hodgkinson.F.H. Godwin College, Margate
Holliwell,P.G. Broadgate School, Nottingham
Holloway, C.V. Streatham Grammar School
Holmes, J.B. Norwich High School for Boys
Hooper, J.P. Herne Bay College
Hothersall.F.D. New College, Harrogate
Howes, H.C.S. Wallingbrook School, Chulmleigh
Howlett,R.D.W. Shoreham Grammar School
Hunt,H.J. Herne Bay College
Hunt,W.H. The School, Wellington Road, Taunton
Hussey, F.K. Godwin College, Margate
Hutchinson, C.D. Herne Bay College
Ingham, H.H. Ansdell School, Lytham
Ireland, W.V. Eton House School, Southend-on-Sea
Jeffryes,J. Shoreham Grammar School
Johnson, R.E.G. Modern School, Streatham Common
Johnston, J.N. Shoreham Grammar School
Johns, W.G. Shoreham Grammar School
Judson,F.E. St. Placid’s, Horsham
Kendall, T.S. The Grammar School, Holsworthy
Kerruish, W.J. Ongar Grammar School
Keymer,W.N. St. Aubyn’s, Woodford Green
King, W. The Western College, Harrogate
Kirkman,J.L. Herne Bay College
Kivell, R. The Grammar School, Holsworthy
Knott, R. Bethany House School, Goudhurst
Lambert, H. Argyle House School, Sunderland
Lambert, W.H. All Saints’ Choir S., Clifton, Bristol
Langlois,A.C. Oxenford House, St. Lawrence, Jersey
Lankfer, K. Barton School, Wisbech
Lanning.W.R.W. Richmond Hill School, Surrey
Leach, E.W. All Saints' Choir School, Clifton, Bristol
Leach, F. Barton School, Wisbech
LeCorre,C.R. West End School, Jersey
Leeney,J.E. Steyne School, Worthing
Le Marquand,P. West End School, Jersey
Lewis, N. York Minster Choir School, York
Liddle,A.G. The Western College, Harrogate
Lloyd, A.M. Herne Bay College
Lloyd, G.L. !)2 Edge Lane, Liverpool
Lock,J. Godwin College, Margate
Logan, K.M. Herne Bay College
Lowndes, E.C. Herne Bay College
Lucas, W. I. All Saints' Choir School, Clifton, Bristol
Mackinuon,A. Newquay College, Cornwall
Macmillan, H. The Grammar School, Holsworthy
Manger, E.O. Oxenford House, St. Lawrence, Jersey
Marriott, E.G. Shoreham Grammar School
Marsh, E. Herne Bay College
Marx,F.A.J. Godwin College, Margate
Masou,A.S. Broadgate School, Nottingham
Mason, C. Argyle House School, Sunderland
Mason, R.G. Modern School, Streatham Common
McElwee,W.L. Private tuition
McMaster.F. Kersal School, Manchester
Merricks,G.A. Steyne School, Worthing
Metcalfe, E.C- Argyle House School, Sunderland
Metzner.P.H. Richmond Hill School, Surrey
Meyer, H.R. The College, Weston-super-Mare
Midwood, G. Penrith Friends’ School, nr. Warrington
Millar, R.D. New College, Harrogate
Minns, J. A. Norwich High School for Boys
Moore, V. Southport College
Moreton,L.S. The College, Weston-super-Mare
Morgan, H.G. All Saints’ ChoirSchool, Clifton, Bristol
Morgan, W.H. College School, Colwyn Bay
Morley, W.G. The Jersey Modern School, St. Helier
Moyse,G. Streatham Grammar School
Murray, H.F. The School, Wellington Road, Taunton
Myhill,P. Norwich High School for Boys
NashjD.S. Wallingbrook School, Chulmleigh
Newham, L.F. Norwich High School for Boys
Newport, J. Shoreham Grammar School
Newport, W.F. Shoreham Grammar School
Nixon, T. Barton School, Wisbech
Oakenfold, G. W.J. Herne Bay College
Oke,A. J. The Grammar School, Holsworthy
Otton.H.C. Ongar Grammar School
Overbury, E.B. Goodwin College, Margate
40
THE EDUCATIONAL TIMES
[Feb. 1, 1917
BOYS, Lower Forms — Continued.
Pagc,S. Hove College
Parker, G.H. Herne Bay College
Parker, H.S. Herne Bay College
Parkin, M.E.H. Grove House School, Higligate
Parry, O.H. Brighton House School, Bristol
Partridge, A. H.J. Fauntleroy, St. Leonards-on-Sea
Passey, A. G. Brookfield School, Hay
Payne, C.W. Steyne School, Worthing
Peachey, L.F. Shoreliam Grammar School
Pearl, C.E. Eton House School, Southend-on-Sea
Pearson, J.F. The Douglas School, Cheltenham
Peasgood,C.W. Steyne School, Worthing
Peel,R. York Minster Choir School, York
Peeps, C. Barton School, Wisbech
Peerless, P.G. Godwin College, Margate
Pierce, M.W. Richmond Hill School, Surrey
Pillinger.J.V. All Saints’ ChoirSchool, Clifton, Bristol
Pinsent.G.S. Wallingbrook School, Chulmleigh
Poole.T.L.C. Godwin College, Margate
Povey.C.W. Grove House School, Higligate
Powell, E.F. Modern School, Streatham Common
Powell, L.A.H. Modern School, Streatham Common
Powell, T.J.G. The College, Weston-super-Mare
Price, D.F. All Saints’ ChoirSchool, Clifton, Bristol
Proctor, S. Modern School, Streatham Common
Proud man, G.H.C. Shoreham Grammar School
Pruddah.J.W. Ongar Grammar School
Pryor, S.H. Eton House School, Southend-on-Sea
Purdon,A.S. The Western College, Harrogate
Uake,D.J.T. Brighton House School, Bristol
Ramsay, E. Norwich High School for Boys
Ramsay, H. Norwich High School for Boys
Ramshaw.W.F. Elmhurst, Kingston-on-Thames
Ramus, C.M. Steyne School, Worthing
Ramus, P.DeN. Steyne School, Worthing
Kaphael,T.D. New College, Harrogate
IteadjJ.N. Swindon High School
Beeves, E. SouthamptonBoys'College andHighSchool
Reynolds, K. Herne Bay College
Richards, R.J. Eton House School, Southend-on-Sea
Roberts, G.H. Norwich High School for Boys
Roberts, O.W. Penrith Friends’School, nr. Warrington
Roberts, R. Brighton House School, Bristol
Roope,R.H. Argyle House School, Sunderland
Rose, A. E. Modern School, Streatham Common
Rowe,F.T. Shoreham Grammar School
Russ, E.M. Herne Bay College
Russell, F.W.H. Herne Bay College
Russell, G.E. Southport College
Salmon, N. Godwin College, Margate
Sanders, R.M. Ongar Grammar School
Schollar,W.H. Penrith Friends' S., near Warrington
8crafton,T.E. Argyle House School, Sunderland
Seares.J. Raleigh College, Brixton
Searle.H.J. Herne Bay College
Seeley, A. F. Richmond Hill School, Surrey
Senior, R.V. The College, Weston-super-Mare
Sharp, C.G. New College, Harrogate
Shead,M.M. Shoreham Grammar School
Shelbourne,G.J. Broadgate School, Nottingham
Shepherd, P.S. The College, Weston-super-Mare
Simmons, E.P. Tothill School, Plymouth
Sims.R F. Tothill School, Plymouth
Slater, J.L. York Minster Choir School, York
8 packman, H.D, Swindon High School
Stapley,F.E. Grove House School, Higligate
Starr, R. Streatham Grammar School
Starr, S.W. Swindon High School
Stewart, A. Tellisford House, Redland, Bristol
Stokes, A. V. Godwin College, Margate
Stone, N.W.B. Godwin College, Margate
Stubbs, A. D. Shoreham Grammar School
Stubbs, R.D. Shoreham Grammar School
Styles, E.G. Raleigh College, Buxton
Sullivan, R.T. Eton House School, Southend-on-Sea
Swaby,H. York Minster Choir School, York
Sweet, S.F. Eton House School, Southend-on-Sea
Tainton,J.B. New College, Harrogate
Tarbuck,J. Southport College
Tattersall.S.A, Ansdell School, Lytliam
Tencer,L. Clapliam College, Clapham Common
Thomas, W.A. West End School, Jersey
Thornton, B. A. Herne Bay College
Tillett,D.J. Herne Bay College
Tinsey,E.C. Kersal School, Manchester
Townend,J. New College, Harrogate
Trimming, H.A. Steyne School, Worthing
Tucker, I. F. Godwin College, Margate
Tudman,J.E. Swindon High School
Tunbridge, A.F.H. Bethany House S., Goudhurst
Turner, S.C. Penrith Friends’ School, nr. Warrington
Turpin, E.J.
Upton, B.M.
Upton, R.F.
Vavasour, J.E.
Verity, C.C.
Wade,H.L.
Walker, E.H.
Wanstall,E.
Ward,J.
Ward,J.S.
Wardroper.R.
Watkins, G.R.
Watson, C.R.
Watts, M.H.M.
Welch, W.P.
Welsh, A.
West, E.G.
West.W.
Westrip.N.
White, C.S.
Whyte, M.W.
Wightman.R.G.
Wilkins, A. L.
Williams, R.
Williamson, E. A. R
Wilson jG.C.
Wimhurst.C.G.
Wing,T.E.
Winsor,F,G.
Winterton,N.H.
Wood, W. A.T.
Woodcock, W.L.
Woolman.T.L.
Workman, P.V.
Wright, G.
Yates, S.
Yelland.E.J.
Yeo.F.H.
Yeo.S.A.
Young, G H.
Young, P.C.
Streatham Grammar School
Eton House School, Southend-on-Sea
Eton House School, Southend-on-Sea
St. Placid’s, Horsham
Arlington Park College, Chiswick
Norwich High School for Boys
Herne Bay College
St. Duustan’s College, Margate
Shoreham Grammar School
Swindon High School
Shoreham Grammar School
Richmond Hill School, Surrey
New College, Harrogate
York Minster Choir School, York
York Minster Choir School, York
Argyle House School, Sunderland
Shoreham Grammar School
Barton School, Wisbech
Bethany House School, Goudhurst
Grove House School, Ilighgate
St. Placid’s, Horsham
The Grammar School, Holsworthy
Shoreham Grammar School
Fulwood Grammar School, Preston
Clapham Coll. .Clapham Common
Swindon High School
Steyne School, Worthing
St. Dunstan’s College, Margate
Dalkeith School, Ripon
New College, Harrogate
Shoreham Grammar School
Ongar Grammar School
Penrith Friends’ S., nr. Warrington
Modern School, Streatham Common
Streatham Grammar School
Southport College
The Grammar School, Holsworthy
Modern School, Streatham Common
The Grammar School, Holsworthy
Shoreham Grammar School
The Convent, Pulteney Road, Bath
Allen,J.V.B. Private tuition
Allen, W.L. Elmcroft High School, Winchmore Hill
Almond, M. Sandycroft, Commercial St., Blackpool
Amis.M.G. Crowstone House S., Westcliff-on-Sea
Asser,M-V. St. Leonards, Ealing
Banner, E.M. Ballure House School, Gt. Crosby
Barrett, D.M. Highams Park S., Hale End, Chingford
Bates, SI. M. Heath Kirk S.,Newton Heath, Manchester
Baxter, A. H. Steyne High School for Girls, Worthing
Bean, SI. Lime Tree House School, York
Beckett, E.M. Private tuition
Beesley.D.I. Fauntleroy, St. Leonards-on-Sea
Bennett, E.M. Steyne High School for Girls, Worthing
Bentley, E.A.
Lancefield College, Westcliff, Southend-on-Sea
Birchall.H. Ladies' College, Nantwich
Hlenkinsop.S.S. Westoe High S. for Girls, S. Shields
llolt.F.N. Weirfield School for Girls, Taunton
Bolton, F.M. Alexandra Coll., Shirley, Southampton
Bown.S.M. Havelock House School, Southsea
Bradburn.E. •
Royal School for the Deaf, OldTrafford, Manchester
Brock, Marjorie The Limes, Bnckhurst, Hill
Brock.Mollie The Limes, Buckhurst Hill
Brownlow, A. D. Wintersdorf, Birkdale, Southport
Buchanan, P.M. Crowstone House S., Westcliff-on-Sea
Busby, G.F. Lamorna, Church End, Finchley
Butler, C.M.S.
Newry Lodge School, St. Margaret's-on-Tliames
Calland,E.E. Cornwallis High School, Hastings
Chambers, E.E. St. Helen’s College, Seven Kings
Clancy D.A. St. Ursula’s School, Westbnry-on-Trym
Clare, E.M. Rock Hill School, Chulmleigh
Clay, C.M. Wintersdorf, Birkdale, Southport
Clayton, L. Metfield, Hartwood Road, Southport
Clifton, A. B. Hartley School, Mannamead, Plymouth
Cohen, A.M. The Limes, Buckhurst Hill
Cohn.G. The Close, Dyke Road, Brighton
Cole.C.D. V. The Grammar School, Holsworthy
Conway, D.K.M. * 1
The Aberfoyle (Argyle) Girls’ School, W. Ealing
Craig, R.G. St. Ursula's School, Westbury-on-Trym
Creal.C. L. Alexandra College, Shirley, Southampton
Crees.F.L. The Aberfoyle (Argyle) Girls’S-.W.Ealing
Crocker, J.C. The Grammar School, Holsworthy
Crookall.A. Sandycroft, CommercialStreet, Black pool
Davies.M.M.L. Brookfield School, Hay
DeGruchy.L.A. Helvetia House, Jersey
Dexter, K. Steyne High School for Girls, Worthing
Dickinson, U.G. Fairlia S., Grassendale, Liverpool
Doidge.D.G. Weirfield School for Girls, Taunton
Downes, O.B. Beechcroft, Mt. Ararat, Richmond
Doyle, D.A.
Lancefield College, Westcliff, 8outhend-on-Sea
l)uggleby,W.A. Southend Grammar School
Duncan, A. A. Alexandra Coll., Shirley .Southampton
O.mn.A.J. Crowstone HouseScliool, Westcliff-on-Sea
GIRLS.
Ellis, D.M. Private tuition
Falle.I.F. Greenhill House School, Les Landes, Jersey
Fraser, K. Gleuarm College, Ilford
Fryer, M.N. Cornwallis High School, Hastings
Gadsdon.E.B.H.
Burnham Girls’ School, Burnham-on-Crouch
Gough, T. A. Fairlie School, Grassendale, Liverpool
Gray.B.V. Steyne High School for Girls, Worthing
Gray,K.M. Stoyne High School for Girls, Worthing
Green, M.J.B. The Grammar School, Holsworthy
Greer, E. Crowstone House School, Westcliff-on-Sea
Grylls.F.M.R.
Spenborough Preparatory School, Cleckheaton
Guarella.M.S. Alexandra Coll. , Shirley, Southampton
Haines, N.M. Helvetia House, Jersey
Harcourt,K. Beechcroft, Mount Ararat, Richmond
Harris, B.C. The Grammar School, Holsworthy
Harris, F.M. The Grammar School, Holsworthy
Harris, R.M. The Grammar School, Holsworthy
Harry, K.E. The Grammar School, Holsworthy
Hatch, G.F. Newry Lodge S.,St.Margaret’s-on-Thames
Heather, M.R. Brownlow College, New Southgate
Hill, M. A. Rock Hill School, Chulmleigh
Hill.W.E. St. Helen’s College, Seven Kings
Hockley, G.W. Westoe High S. for Girls, South Shields
Holway.M.M. Weirfield School for Girls, Taunton
Hough, N. Southend Grammar School
Houillebecq.V.F. Helvetia House, Jersey
Hughes, D.P. Brownlow College, New Southgate
Hughes, N.C. Wellesley Terrace School, Liverpool
Hunt,M.H. Highams Park S., Hale End, Chingford
Inch.E. Fairlie School, Grassendale, Liverpool
Inskip, C. E.H. Wintersdorf, Birkdale, Southport
Jackson, L.M.
Lancefield College, Westcliff,- Southend-on-Sea
Jennery.D.M. Crouch End High School & College, N.
Jespersen.M.C. Westoe High S. for Girls, S. Shields
Jones, E. College School, Colwyn Bay
Kellar,E.M. Rock Hill School, Chulmleigh
Kenworthy,D.L. Ballure House School, Gt. Crosby
Kirkman.N. Carshalton Park School, Garslialton
Knight, V.J. Cornwallis High School, Hastings
Laban, D. Wintersdorf, Birkdale, Southport
Lampard,W.L. Southend Grammar School
Larking, F.H.C. Private tuition
Laurens, L.J. Helvetia House, Jersey
Laws, E.R.U. Burnham Girls’S., Burnliam-on-Crouch
Leach, N.K. Salisbury House School, Plymouth
LeCocq,L.A. Springside House School, Gorey
LeGresley,M. Greenhill House S., Les Landes, Jersey
Lockett, P. Ladies’ College, Nantwich
Logan, R. Heath Kirk S., Newton Heath, Manchester
Lothian, E.J. Westoe High S. for Girls, South Shields
Lyddon.M.J. Dunmore School, St. Leonards-on-Sea
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Mann, W.A. E. Crouch End High School k College, N.
Manners, E. Rock Hill School, Chulmleigh
Musker.M. Ballure House School, Great Crosby
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Noel, E.A. Helvetia House, Jersey
O’Brien, P.E.S. Dunmore School, St.. Leonards-on-Sea
Oke,M.G. The Grammar School, Holsworthy
Orchard, H. M.R.
The Aberfoyle (Argyle) Girls' School, W. Ealing
Owles,M. Lancefield Coll., Westcliff, Southend-on-Sea
Palmer,!. St. Ursula’s School, Westbury-on-Trym
Pawson,G.M. Colville House, Eastbourne
Payne, G. Westoe High S. for Gii'ls, South Shields
Pennington, E. Rock Hill School, Chulmleigh
Pinchbeck, M.V. Elmcroft High 8., Winchmore Hill
Plucknett,M.B. Crouch End High School & College, N.
Priest, E. Fairlie School, Grassendale, Liverpool
Reay,I. Dunmore School, St. Leonards-on-Sea
Richards, II. WL A. Crouch End High School k Coll., N.
Richmond, S.K. Hartley S., Mannamead, Plymouth
Rive,G. Vauxliall School, St. Helier, Jersey
Roberts, L. Glenarm College, Ilford
Robins, O.L. Greenhill HouseS., Les Landes, Jersey
Rolson, 1 1. Penrith Friends' School, nr. Warrington
Roper, E. M.W. Winter.-,dorf, Birkdale, Southport
Scott, K.M. Ballure House School, Gt. Crosby
Seed,M.M. Penrith Friends’School, nr. Warrington
Sprague, L. Alexandra College, Shirley, Southampton
Squauce.E.V.A. The Grammar School, Holsworthy
Stanhope, I. D. Ballure House School, Gt. Crosby
Stansfield,F. Wintersdorf, Birkdale, Southport
Stickland,C.M . St. Leonards, Ealing
Htowell.E.F. TheAberfoyle(Argyle)Girls'S,W. Ealing
Strong, M. Weirfield School for Girls, Taunton
Thomas, C. St. Helen's College, Seven Kings
Thompson, M. Southend Grammar School
Thorougood,D. Ballure House School, Gt. Crosby
Tindall, B. The Close, Dyke Road, Brighton
Trible,F.B. The Grammar School, Holswoitliy
Triggs,D.L. Glenarm College, Ilford
Vicary,D.G. Rock Hill School, Chulmleigh
Ward,O.M. Fauntleroy, St. Leonards-on-Sea
Watson, D.L. Sussex House School, Rye, Sussex
Weaver, M.F.D. Rock Hill School, Chulmleigh
Webber, E.V. Weirfield School for Girls, Taunton
Webster, D.E. Crouch End HighSchool A College, N.
Webster, E.M. Steyne High School for Girls, Worthing
Weir, E. I. Westoe HighSchool for Girls, South Shields
Wheatley, L.M. Metfield, Hartwood Road, Southport
White, D.E. Fairlie School, Grassendale, Liverpool
Whittingham,N. St. Helen’s College, Seven Kings
Wilkin, M. Beechcroft, Mount Ararat, Richmond
Williamson, J. Crouch End High School k College, N.
Willis, I. N. Metfield, Hartwood Road, Southport
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Woodroffe, W.M. Steyne High 8. for Girls. Worthing
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Young, J. Colne Valley School, Rickmansworth.
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THE
Educational Times
AND
JOURNAL OF THE COLLEGE OF PRECEPTORS
Vol. LXX No. 662
MAY 1, 1917
Published Quarterly. Price, to
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THE
COLLEGE OF PRECEPTORS.
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BLOOMSBURY SQUARE, W.C.1.
LECTURES FOR TEACHERS.
The eighth Lecture of a Course of
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the 3rd of May, at 6.30 p.m.
For Syllabus, see page 80.
EXAMINATIONS.
Diplomas. — The next Examination
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will begin on the 31st of December, 1917.
The Summer Diploma Examination has
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Entry forms must returned by the 14th of
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In and after June, 1917, Italian papers
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The Regulations for the above Examina¬
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G, CHALMERS, Secretary.
THE ASSOCIATED BOARD
-L OP THE R.A.M. AND R.C.M.
FOR LOCAL EXAMINATIONS IN MUSIC.
Patron: HIS MAJESTY THE KING.
LOCAL CENTRE EXAMINATIONS (Syllabus A).
Examinations in Theory held in March and Novem¬
ber at all Centres. In Practical Subjects in March-
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certain Provincial Centres in November-December
also. Entries for the November-December Ex¬
aminations close Wednesday, October 17th, 1917.
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Held throughout the British Isles three times a
year, viz., June- July, October -November, and
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Specimen Theory Papers set in past years (Local
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Examinations are held at Aberdeen, Birmingham,
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[May 1, 1917.
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Families.
(ii) ASSISTANT MISTRESSES.
MESSRS. TRUMAN & KNIGHTLEY
introduce University, Trained, and other
qualified ENGLISH and FOREIGN LADY
TEACHERS to Girls’ and Boys’ Schools.
(iii) LADY MATRONS AND HOUSE¬
KEEPERS.
MESSRS. TRUMAN & KNIGHTLEY
introduce well qualified and experienced
LADY MATRONS, HOUSEKEEPERS,
and HOUSE MISTRESSES to Boys’ and
Girls’ Schools.
No charge is made to Principals, and no charge
of any kind is made to candidates unless an en¬
gagement he secured through this Agency, when
the terms are most reasonable.
B.— SCHOOL TRANSFER DEPARTMENT.
A separate Department, under the direct
management of one of the Principals, is
devoted entirely to the negotiations connected
with the Transfer of Schools and Introduction
of Partners.
MESSRS. 'TRUMAN & KNIGHTLEY,
being in close and constant communication
with the Principals of nearly all the chief
Girls’ and Boys’ Schools in the United
Kingdom, to many of whom they have had
the privilege of acting as Agents, and having
on their books always a large number of
thoroughly genuine Schools for Sale and
Partnerships to negotiate, as well as the
names and requirements of numerous would-
be purchasers, can offer unusual facilities
for satisfactorily negotiating the TRAN SFER
of SCHOOLS, and arranging PARTNER¬
SHIPS.
No charge is made to Purchasers.
All communications and inquiries are
treated in the strictest confidence.
C. — PUPILS’ DEPARTMENT.
MESSRS. TRUMAN & KNIGHTLEY
have a carefully organized Department for
the introduction of Pupils to Schools and
other Educational Establishments. No
charge is made for registration.
Any negotiations entrusted to MESSRS. TRUMAN
& KNICHTLEY receive prompt and careful
attention, every effort being made to save
clients as much time and trouble as possible.
Fall particulars will be forwarded on application.
44
THE EDUCATIONAL TIMES.
[May 1, 1917.
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THE EDUCATIONAL TIMES.
45
CONTENTS.
Page
Leader : The Beginnings of a Profession . 45
Notes . 46
The Minister of Education — His Proposals — National Service :
Men — National Service: Women — Reconstruction — Other
Changes — Inspiration — N.U.T. Programme — W.E.A. Con¬
ference— The Annual Service for Teachers— Clergy as Teachers
— The Commercial Examination.
Education in Japan. By H. B. Watson . 49
The College of Preceptors —
Teachers’ Diploma Examination, Christmas 1916 : Pass
List . 53
Professional Preliminary Examination, March 1917 : Pass
Lists . . 54
Certificate and Lower Eorms Examination, Christmas
1916 : Colonial and Foreign Class Lists . 55
Meetings of the Council . 59
Half-yearly General Meeting . 63
Page
Wolf Cubs . 59
Sursum Corda. By H. A. L. Fisher . 61
Simplified Spelling . 62
The Uplands Association . 68 ,
Reviews . 69 ,
Hindu Mind Training — The Permanent Values in Education
(Richmond) — German and English Education (Fr. de Hovre)
—Professionalism and Originality (Hayward)— The Cambridge
History of English Literature, Vols. XIII and XIV— An English
Pronouncing Dictionary on strictly Phonetic Principles (Jones)
—Generalized Coordinates (Byerly)— The Days of Alkibiades
(Robinson) — The Old Grammar Schools (Watson)— Science and
Education — Teaching High-school Latin (Game)— The Nation’s
Health (Morris) — Shrewsbury Fables (Alington) ; &c., &c.
Overseas . . 72
General Notices . 73
Zbc Ebucational Whites.
Until further notice, “The Educational Times”
will be issued four times a year: on
the 1st of February, May, August, and
November. The next issue will appear
on August 1st.
Communications intended for the Editor should be
addressed to Ulverscroft, High Wycombe.
THE BEGINNINGS OF A PROFESSION.
More than fifty years ago, in 1861 to be precise, the
Council of the College of Preceptors felt the necessity
for organization within the teaching profession, and
urged before Parliament and elsewhere that teachers
should be registered, just as medical practitioners are
registered. For many years the College stood alone in
voicing these claims, but by its insistence it gradually
converted teachers to the need for professional regis¬
tration. It is not without interest to note that the first
Official List of Registered Teachers was compiled in
the College buildings, though the need for more space
has now taken the Registration Council to Bedford
Square.
The Official List of Registered Teachers, or the
Teachers Register, to give it the name by which it will
be generally known, was published on February 21 of
this year, and is based on an Order in Council issued
in February 1912. The Register has taken five years
of unceasing work on the part of the Registration
Council. There were many difficulties of detail. In
the first place the failure of the previous attempt at
registration, with its Column B reserved exclusively
for teachers in secondary schools, had tended to make
people shy of a second application. Though the
guineas previously paid were returned when asked for,
teachers hesitated at first to run the risk, of sharing in
a second fiasco. Still greater difficulties were encoun¬
tered in drawing up schemes for the ' enrolment of pri¬
vate teachers and teachers of arts and crafts. By con¬
tinuous and patient work on the part of the various
Committees of the Registration Council, helped by the
advice of experts in the different branches concerned,
these difficulties have been surmounted. It was felt,
and rightly felt, that a Register of Teachers should in¬
clude all those who taught, assuming that they were
properly qualified for their work. But tradition dies
hard : and the tradition in the scholastic w.orld is that
a teacher is a man or woman who teaches the know¬
ledge contained in printed books. The publication of
this Register, in which the craftsman stands side by
side with the University graduate, will do much to
eradicate a tradition that has ceased to be useful.
There is nothing in the Register to indicate su¬
periority or inferiority. It appears as a democratic
document in which all, as far as the eye can see, are
equal. Thus the Hon. and Rev. Canon Lyttelton,
D.D., Head Master of Eton (as he was at the time
when the Register was compiled) appears simply as
“ Lyttelton, Edward, Eton College, Windsor. 2062,
May 1, 1914.” No one could guess Miss Cleghorn’s
fame from the bald entry : “ Cleghorn, Isabel. Heeley
1 Bank Girls’ School, Sheffield. 13. Jan. 1, 1914.”
This simplicity is captivating, and appears to have been
rendered necessary by considerations of cost and con¬
venience. In giving details, it is difficult to decide
what to insert and what to exclude; and if everything
were inserted the result would be a costly and bulky
volume. But these considerations cannot have per'
manent weight. The present Register is by no means
satisfying. It is welcome as a first proof of the pos¬
sibility of an organized and registered profession of
teaching. But we consult “Who’s Who,” “The
Schoolmasters Yearbook, ” or “ Debrett ” in order to
to find out all about the name in which we are inter¬
ested. We do not expect to be balked because one
duke’s blood is bluer than that of another duke, or
because one graduate has taken a first class and
another no class at all, or because one man’s favourite
game is polo and another marbles. We go to such
books for information, and information we must have
if the book is to serve its purpose. In future editions
46
THE EDUCATIONAL TIMES.
[May 1, 1917.
of the Teachers Register we confidently expect to see
all the information given that has been accepted by the
Registration Council as worthy of being inscribed in its
books. That is to say, each entry should give a record
with dates of the teachers’ education, experience, and
qualifications. It should be possible for parents to con¬
sult the Register in order to be guided in the choice of
a school.
The publication of the Register is a step forward,
and a very important step. It marks a very definite
stage in the history of the efforts of teachers to become
a self-governing profession. The step won is likely to
be retained. The foundations are firm. We can with
some confidence anticipate continued progress. The
issue of the list will encourage those who up to the pre¬
sent have held back. But it must be recognized that
this list is only a beginning. It contains in all 17,628
names. There are not as many secondary teachers as
were enrolled on the old Column B. For, although the
list itself gives no evidence of status, we are informed
in the preface that a rough analysis of the names gives
about nine and a half thousand teachers in public
elementary schools, nearly six thousand in secondary
schools, and over two thousand specialist teachers. In
Column B there were about eleven thousand teachers.
A step forward has been made. It is well to see the
goal. In the words of the Registration Council, “ the
Register itself is but the beginning of a movement
towards the promotion of self-government and self-
organization such as will place the work of teaching
on a truly professional basis.”
N OTES.
Mr. Fisher’s speech introducing the Education
Estimates delighted his friends and
The Minister of , ,
Education. surprised those to whom he was pre¬
viously unknown. He made an able
presentation of the administrative facts as they exist
to-day, and of the changes that he proposes to effect by
administrative order. More than this, in the eyes of
Parliamentarians, he held a large House attentive, in¬
terested, and even enthusiastic for two hours. When
he sat down he was complimented by one speaker after
another. Such a Parliamentary success goes far to
justify the modern method of choosing a Minister be¬
cause he is the best man for the post, in opposition to
the former view of looking upon the post as a reward
lor party services. Without any emotional flights or
striving after oratorical effects, Mr. Fisher held the
House by the clearness of his explanations, the direct¬
ness of his appeal, and his occasional humour. He had
the House with him: we hope that he will have the
country with him also; and that he is right in saying
t hat a w ave of real interest in education is arising
throughout England.
The definite proposals contained in Mr. Fisher’s
speech do not greatly differ from those
His Proposals. contained in the notes following, which
were written before the speech was
delivered. He will establish nursery schools, endea¬
vour to discriminate between town and rural education
in the elementary stage, see that every child stays at
school till the age of fourteen, and introduce a new
grant that will be fairer to the poorer districts and
which will encourage the localities to pay better salaries.
For he sees clearly that a very much larger supply of
teachers — and able teachers — is necessary, and that to
bring this about the conditions of service must be im¬
proved. He is not in favour of making the teacher a
Civil Servant, because this would take from the interest
of the Local Authorities. The idea of making secondary
education free has been presented to him, but he sees
sufficient reason to put this tempting scheme on one
side. Continuation education up to the age of eighteen
is, of course, foreshadowed, as is also a pension scheme
for secondary teachers; but for these changes legisla¬
tion is necessary. Additional estimates to the amount
of nearly four millions were passed.
National Seruice :
Men.
The position of schoolmasters in reference to the
demand of Mr. Neville ' Chamberlain
for volunteers for National Service is
by no means clear. At one time it
was suggested that teaching should be recognized as a
form of national service, and that schoolmasters should
be content to remain in their places and not enrol
under the national scheme. Then it was seen that to
exempt one class of men from the obligation — a moral
obligation only — might cause misunderstandings among
other classes. So it is understood that teachers, along
with judges, bricklayers, and members of Parliament,
are asked to enrol, but that teachers will not be taken
away from their schools without an opportunity for
appeal. Each man must decide for himself what he
considers to be his duty. Most men would prefer to
enrol. But it is to be remembered that the schools
must be carried on as long as possible. The vagueness
of Mr. Neville Chamberlain’s scheme is an objection
to enrolment that causes a stumbling-block to many.
The form once signed, the teacher is in the hands of a
junior clerk who may know nothing of the circum¬
stances. Whether he will be called upon to serve, or
in what capacity, are matters to which no answer is
attempted. If he decides that he can do work more
useful to the country than he is doing at present, he
had best go to a Labour Bureau and pick the job for
which he feels himself to be suited.
The position of women teachers in reference to the
proposals of voluntary enrolment for
Natl°WomenUICe National Service is quite clear. They
are considered to be already perform¬
ing work of national service of the most valuable kind.
In this opinion Mr. Neville Chamberlain and Mrs. Ten¬
nant concur. The personal decision is often a hard one
May 1, 1917.]
THE EDUCATIONAL TIMES.
47
to make, ilie interest, the glamour, the excitement
of undertaking some fresh form of work which stands
out in the public eye, or the desire for sacrifice, to give
up familiar work for the unknown and possibly arduous
task — these considerations may make many teachers
hesitate as to their duty. There are no doubt excep¬
tional cases, and, as was said in the preceding note in
reference to men, each woman must judge for herself.
After the provision of munitions and the necessary food
and clothing, there can be little hesitation in feeling
that the education of the children is the first duty “of
the nation. From some points of view it is a tame
duty, and in these days of peril there is a natural crav-.
ing to be doing some actual work that shall help directly
to end the war. But, if the children are to suffer as
little as possible, teachers must stick to their posts.
It is now becoming fairly clear what form the “ re¬
construction ” of education is likely to
Reconstruction. take in the immediate future. Legis¬
lation will provide compulsory full¬
time education in school for all children up to the age
of at least fourteen years. This age may perhaps rise
by successive stages up to sixteen years. From the
ages of fourteen (or sixteen) to eighteen there will be
compulsory part-time education during the day; and
the hours of wage-earning during that period will be
limited, so that children may be restrained from work¬
ing long hours before and after their school lessons.
There will be smaller classes, gradually working down
to forty and thirty as the maximum. There will be a
fuller provision of secondary schools, and the way to
them from the elementary schools will be made
broader. There will be provision for schools of a new
type for very young children. In these changes the
Board of Education will have to play a very arduous
and important part. The Board will have to do three
things: — (1) wring the additional money from a reluc¬
tant Treasury and from (sometimes) reluctant locali¬
ties; (2) attract into the teaching profession the addi¬
tional men and women required; (3) reconcile parents
to the loss of their children’s wages.
These changes are likely to be carried out so soon as
teachers can be found; but there are
Other Changes. other and wider changes in view. In
some way or other social differentia¬
tion in schools will be gradually eliminated. All schools
must become so good that exclusive parents need no
longer hesitate to send their children to a given school
lest they meet with “ common ” children. All schools
must gradually take their place in the national system.
This implies that all schools will be under inspection
and control. The inspection that is to come will be
very different from the existing inspection of the Board
of Education, which is on a purely commercial basis
and merely certifies to Parliament, the paymaster, that
the goods have been delivered according to invoice be¬
fore the money has been handed over. The control
will extend to Universities : though this control, if we
read aright the signs of the times, will leave Universi¬
ties (and schools as well) freer than they are at present
to carry out their real work of education. It is pro¬
bable, too, that before long education will be free in
all its stages, the entire cost being borne by the State.
These are, indeed, important changes, and call for
organization; but, taught by experience, we shall suc¬
ceed in establishing an organization without ci’ushing
out the life of the institutions organized.
In all these changes, immediate and in the future,
the Board of Education will play a
Inspiration. controlling part. The primary func¬
tion of the Board is administration.
But, in carrying out the wide scheme of reconstruc¬
tion indicated, something more than administration is
needed. The nation needs a leader to arouse, inspire,
and guide. Judging from Mr. Fisher’s public utter¬
ances, he is likely to prove himself this leader. In
England we shall not have, nor does the state of the
country require, a revolution such as has recently taken
place in Russia, and such as we hope for in Prussia;
but one result of the War in this country will undoubt¬
edly be that we shall move a stage further towards
pure democracy (in feeling, not necessarily in form of
government) ; sound education will no longer be the
preserve of those children whose parents can afford to
pay for it. The country is in ferment with regard to
education : many advisers and many plans appear ; but
among them certain indications are taking definite
shape. The Workers’ Educational Asssciation have crys¬
tallized many longings. Mr. Fisher will know how to
read the signs, and to steer between conflicting parties.
If he reads aright and speaks with confident voice, the
nation will follow, trusting in its leader.
The National Union of Teachers have issued an
important statement of their views as
Programme to the educational provisions that
should be brought into existence at
the close of the War. We have space here to in¬
dicate the main proposals only; the whole document
deserves careful study, as showing the lines of pro¬
gress laid down by the largest organized group of
teachers in the country. Education is viewed as a
national obligation, and should therefore be free in all
its stages. Compulsory education should extend from
the age of five to the age of eighteen, attendance being
full-time up to the age of fourteen, and part-time later;
but the hours for labour and school attendance shall
not exceed forty-eight a week. No certificated teacher
should be responsible for more than forty children.
Girls shall be trained for the duties of home-life. The
need of proper physical education, of hygienic build¬
ings, suitable playgrounds, necessary meals, are fully
recognized in a series of resolutions. In order to secure
48
THE EDUCATIONAL TIMES.
[May 1, 1917.
a supply of qualified teachers, it is recommended that
there be great improvement in regard to salaries, pen¬
sions, and the general conditions of teachers’ service.
Under the heading of training, it is urged that every
candidate should have an opportunity of obtaining a
University degree at the close of the training-college
course.
W.E.A.
Conference.
The College of Preceptors have accepted an invita¬
tion to send representatives to an
important conference organized by
the Workers’ Educational Associa¬
tion for May 3. The resolutions to be submitted to
the Conference demand the establishment of nursery
schools for children from the ages of tAvo to six ; the
abolition of all forms of exemption under the age of
fourteen; the raising of the leaving age to fifteen within
five years; the immediate reduction of all classes to
forty, with a view to a further reduction to thirty ; the
establishment of a school medical and dental service,
to ensure proper treatment for all scholars ; and greater
facilities for games, swimming, bathing, and open-air
teaching. The necessity of establishing a broad high¬
way to the University is urged in another resolution.
With regard to part-time education, after the age of
fourteen (or fifteen or sixteen), it will be proposed that
the hours of labour for young persons under the age
of eighteen be limited to tAventy-five per AAreek. Free
full-time secondary schools are to be provided for all
children who are desirous of entering, and an adequate
number of scholarships to the Universities are to be
granted. The conditions of the teaching profession are
to be such as will induce the best men and Avomen to
enter and remain in the schools. Finally, as regards
finance, the Board of Education should bear 75 per
cent, of the cost.
The usual annual service in St. Paul’s Cathedral,
The Annual arranged by a committee represent-
Seruice for ing most associations of teachers, both
elementary and secondary, Avill be held
on the evening of Ascension Day, Thursday, May 17,
at 6 o’clock. We note the date precisely, because last
year there Avas some confusion between the Eve and
the Evening. There are no tickets and no reserved
seats. The preacher is the Rev. Canon NeAAffiolt, and
the service will take the form of a Service of Interces¬
sion in connexion with the War. It is hoped that the
whole congregation will take part in the simple music ;
but it is also proposed to have a special choir, and those
a' ho are willing are invited to send their names to
Mr. Alan May, 81 Bonham Road, Brixton Hill, S.W.2.
1 lie anthem, Justorum Animae,” can be bought
from Novello for 3d.
The Board of Education have noAv issued their Eegu
Grants far Play f°f th« PWnent of grants t<
Centres. 1 Centres. For some years thes(
centres have been organized and man
aged by voluntary workers. They have been a greai
boon to the children. The time has come Avhen it is
due that official recognition should be granted and
financial help given. Especially at the present moment
is it needful to continue and multiply these centres.
It is common knoAAdedge that the children who have
no playing ground except the public street are getting;
out of hand, possibly, as has been suggested, oAving to
the absence of so many fathers at the War. The
hooliganism is, of course, merely the result of \dtality
Avrongly directed or unhealthily repressed. These play
centres, if they can be established in connexion Avitb
all the schools, will afford opportunity for interesting
games and occupations for children who have nothing
to do after school hours except to play in the streets.
It is to be hoped that the smaller localities, AA'here the
need is just as great, will folloAv the example of the
larger toAA'ns.
The permission given by the Board of Education fi>
Clerks in Holy Orders or Regular
Teachers Ministers of Congregations to offer
their services as teachers in public
elementary schools has not been warmly welcomed.
This is ineAritable. The memory of the Yicar’s control
is too recent. But the proposal is, under the circum¬
stances, quite reasonable. We hope many of the
clergy will take advantage of it and that they A\dll meet
a friendly spirit in the schools. They Avill be tempo¬
rary teachers only, and Avill have no recognized status
under the Code. Some of them will certainly show
sufficient knowledge of boy nature and sufficient sym¬
pathy with original sin to make fairly effective teachers
for a short period. A further provision makes it pos¬
sible to employ a clergyman or minister only when
no qualified teacher can be obtained. Not only, nor
especially, in the interest of the school do Ave welcome
this decision of the Board, but more especially in the
interest of the clergy aaTio, for the most part, have feAv
opportunities at the present time of sharing in any
special emergency AA ork resulting from the War.
The Commercial
Examination.
The arrangements for the neAv Commercial Examina¬
tion of the College of Preceptors are
now complete, and specimen papers
are ready for distribution. These
papers have been A^ery carefully prepared and subjected
to expert criticism. It is confidently expected that
they will be found to be on the right lines from tAVO
points of view : that the schoolmaster will find that
they indicate the proper lines of preparation for com¬
mercial life, and that the employer will recognize that
the subjects thus taught and tested are the right ones
to produce the qualities he desires. There .is to be one
examination, at about the existing Senior standard.
Boys and girls Avho haA'e won the Certificate should be
greatly helped in finding suitable posts. The College
has done a useful piece of Avork in establishing this
examination.
May 1, 1917.]
THE EDUCATIONAL TIMES.
49
EDUCATION IN JAPAN.
By H. B. Watson.
I.
A few years ago, during a pleasure trip to Japan, I was
enabled, by the good offices of friends at the British Embassy
and by the kind courtesy of Mr. Nobuaki, then the Minister
of Education, to visit some ten or a dozen typical schools of
Tokyo and Kyoto, the modern and ancient capitals of the
country. It may seem a far cry from England to Japan, but
the movements — educatio tial or otherwise — of an ally that has
done great service in this deadly war ought to be a concern to
us, and I have thought that a few notes, made mostly at first
hand, would not be uninteresting.
I am indebted to my friend, the late Lieut.-Colonel E. F.
Calthrop, R.F.A., to the writers of several pamphlets and blue
books, or books of varying hue, and to the author of “ Murray’s
Guide to Japan,” Prof. B. H. Chamberlain, who could
make even a time-table interesting ; but chiefly to those many
courteous Japanese teachers whom it was a privilege to meet
and without whose kind assistance this article could never
have been written.
II.
It is hardly fifty years since Japan was in the dark ages
of feudalism ; in September 1864 a few American warships
“ cannouaded their way ” into the Sti'aits of Shimono-seki,
the entrance to the picturesque Island Sea, and forced the
East to open her gates to the West. In May 1904 Admiral
Togo inflicted a crushing defeat on one of the proudest of
European nations, not far from these same straits. The self-
confident efficiency that produced this remarkable change in
the destiny of Japan was largely the result of education in which
England, France, America, and Germany can claim a share.
I do not intend to surmise to what heights Japan may rise in
the scale of first-class nations ; when the oldest European
inhabitants in Japan are bewildered by the rapid advances she
has made, it would be foolish for a casual observer like myself
to hazard an opinion. I shall content myself with merely
giving a plain, uncritical — and, I hope, fairly accurate — account
of what I saw of the system that is producing these results.
To England, Japan owes her naval efficiency; to France,
she owes greatly in medicine ; to Germany, something in
medicine and much in military organization ; to America,
however, is almost entirely due, for better or worse, the
establishment of a system of education.
III.
The warrior-nobles of Satsuma and Chu-shu who, in 1869, had
been largely responsible for the overthrow of the Shogunate,
or military despotism of Japan, and for the restoration of the
power of the Mikado, were clever enough to see * that no
eastern country that “ retains exclusively Oriental institu¬
tions could hope to keep its country free from Western
aggression.” These Samurai, or nobles, once recognizing this,
threw themselves heart and soul into the task of European¬
izing their country. The Marquis Ito, perhaps the most
important statesman of modern Japan, ran away in a French
ship to Europe in order to imbibe at first hand the new
learning. It must not be thought that here was a race, such
as the Maori or the Fijian, forced by circumstances to take on
the civilization of its conquerors; “ rather was it the case of a
people, civilized, but different from ourselves, acknowledging
that they had found a more excellent way, deliberately cutting
adrift, whether for good or for ill, from the ties of the past, and
attaching themselves to the new ways of the hitherto hated
barbarian.” Never has history seen such a change of front !
The chief practical points to note are the disestablishment of
the State religion, Buddhism, the consequent crumbling away
of the old priestly education, and the substitution in essentials
of a system similar to that of the leading countries of the
world. Even before the overthrow of the Shogunate, leading
nobles had established schools under foreign advisers ; but it
was not until 1871 that a department of education was set up ;
the next year saw the promulgation of the code that is to-day
in vogue. It will thus be seen that the establishment of system¬
atic education was almost synchronous in Japan and England.
* Prof. B. H. Chamberlain’s “ Things Japanese,” from which I
have borrowed freely.
“ It is designed,” runs their Code, “ that henceforth education
shall not be confined to the few, but shall be so diffused that
there shall not be a village with an ignorant family, nor a
family with an ignorant member.” When the Mikado became
Emperor de facto, many of the knightly families, the Samurai,
were deprived of their livelihood, and exchanged the soldier’3
sword for the scholar’s book. In this way education had the
advantage, in its earliest teachers, of men who were inspired
with those ideas of
“Truth and honour, freedom and courtesy,”
that in Japan are sometimes known under the name of
Bushido.
IY.
The chief schools of J apan fall under five heads : (1) Primary
schools ; (2) higher primary schools ; (3) secondary or high
schools, called in Japan middle schools ; (4) higher colleges
or schools for advanced students ; (5) Imperial Universities.
Besides these, there are normal schools for the training of
teachers, agricultural, technical, commercial, military and
nautical schools, not to mention the many missionary institu¬
tions supported by the forty-five Christian sects established in
Japan, one of which — the Doshislia Congregational school — 1
visited. The work done here under American instructors was
about equal to that of one of our good secondary schools ; its
aim, as is that of Count Okuma’s private foundation at Waseda,
is to grow to the importance of University teaching.
With regard to agricultural schools, it may be remarked
that, probably owing to the close settlement of the soil, Japan
established scientific instruction long before England had any¬
thing of the sort. Primary education is practically free. In
the rare cases where a charge is made, the fee is rather under
2|d. a month ; in the higher primary schools it is as high as
7d., the middle schools leap to 4s., while the colleges exact a
lump sum of about £2. 10s. for the whole year. Fees then can
only very partially defray the cost of education — the bulk of
it is defrayed by local taxation.
The majority of school buildings in Japan are unsightly
structures, as a rule mere huge packing cases. Built of wood
and unpainted, they are clear evidence of the poverty of the
country. In most cases no provision is made for the warming
of rooms, and this in a land far colder in winter than our own
country. The populace generally seemed to me to suffer
from cold, and though the poorer people do have hibachi or
charcoal braziers, round which they miserably crouch, how
the poor school children, nearly always thinly clad, manage
to endure the winter is puzzling, unless the ten-minute spell
between each lesson enables them to get up some animal heat
by rushing about. Most of them, however, take their pleasures
so sadly that it is doubtful whether they can be anything but
wretchedly cold throughout the winter months. Some of the
higher schools are better served, and the pupils better clad ;
both the Tokyo and Kyoto Universities are fine brick piles,
modern in design, and well equipped in every way. Every¬
where the apparatus seemed adequate ; the imitative Japanese
produce all their maps, charts, and scientific requisites in the
country. I should imagine the equipment of the Tokyo
University and of the Higher Technological College in the
same city to be equal to that of similar institutions anywhere,
except perhaps some few wealthy and well endowed ones I can
think of in America and the old world.
In this Technological College every kind of industrial train¬
ing is given with a view to fitting the young mechanic for the
stress of modern competition. Good as the work was, it was
somewhat lamentable to notice a complete jettisoning of all
those ancient practices that hitherto have made genuine
Japanese ware of national inspiration such delights to behold
and such treasures to possess. In the designing rooms, where
there happened to be a sort of exhibition of students’ work, the
chief prizes fell to those productions that in my eyes most nearly
approximated to the most tawdry European models — the bold
impressionist imaginative style of this naturally artistic and
aesthetic people found no favour with the judges, who were no
doubt educational reformers and keen business men. With
obvious pride some student had shown some hideous coloured
post cards, without character, drawing, or any artistic merit.
As similar work filled shop windows, and evidently commanded
a large sale, it is not surprising that he secured a first prize.
The pottery rooms contained for exhibition fine collections of
Sevres and other well known makes. Such work is, of course.
50
THE EDUCATIONAL TIMES.
[May 1, 1917.
above imitation, and, if it were not, there would be little
demand for it in Japan ; but it was distressing to see that all
the work turned out was poor in design and quality. The
reason is obvious. There is a demand for this poor quality
stuff among the millions of workers between Peking and
Singapore, and Japan is as alive to her material and com¬
mercial interests as are the countries of the older world to the
importance of capturing these lucrative markets.
Is this but a passing phase, or has the production of delicate
cloisonne , shapely metal work, and artistic china become an
entirely lost art in this race for commercial supremacy P Re¬
turning for a moment to school equipment, there is in Tokyo
a large educational museum where may be seen an exhibition
of the apparatus used, and specimens of the work done, in all
the elementary schools of the world. It was not inspiring to
find that, especially in writing, drawing, and sewing, the work
shown from- English schools was noticeably inferior. Such
work could hardly be typical, but the critical and rather head-
inflated Japanese — and they thronged this museum — were not
impressed by it. Have we a similar exhibition? Such an
establishment might be of good value if nothing but the best
were exhibited.
With regard to salaries, these at first sight will seem
ridiculously inadequate, but it must be remembered that
the cost of living, though, as in all progressive countries, con¬
stantly rising, is still extremely low. An ordinary Japanese
can live well on 20 sen, or twopence a day ! Hence the
average salaries of £21 and £48 per annum in primary and
middle schools are, if not princely, not particularly small.
The colleges and Universities rarely pay a salary of over £250
a year; the average of the Tokyo professors is less than
£200 ; the President, who controls the destinies of more than
3,500 students, receives but £400 per annum ! The social
status, however, even of the lowest teacher is high ; his
position is reasonably secure ; he has a pension to look for¬
ward to, and a definite rank in this country of social dis¬
tinctions. For instance, the primary teacher, by virtue of his
office, is a Hannin, and to belong to this lowest of four
official grades is considered a high honour. Professors and
the Principals of Departments in the secondary schools are
in the second grade of Cholcunin, to which Cabinet Ministers
belong. With us eminent scientists are reluctantl honouredy
by the State ; clerical head masters are occasionally elevated
to the Episcopate ; one public-school master has been knighted,
and I believe the head of a colonial school was once accorded
the dignity of GM.G.
To continue. If primary education is practically free, it is
also practically compulsory. There are no truant inspectors
or prosecutions of parents for not sending their children to
school, but public opinion, working in conjunction with the
school authorities, secures that 95 per cent, of the children of
Japan are enrolled on the school lists, and that, of these, 90
per cent, is the average attendance. If these figures are
correct (and they are taken from official reports), they show
very effective organization. The numbers in classes, the
subjects taught, and the length of the school day, call for no
special mention ; school begins early in tbe morning, and is
generally over by two o’clock in the afternoon, ostensibly
to leave time for recreation and amusement, but too often for
the young people to be employed in some way that will add a
few sen to the family purse ; drill and physical exercises oc¬
cupy more than four hours a week in school hours ; the syl¬
labus is simple and sensible, confined to the three R’s and to
sewing and elementary manual work.
I here is an organized system of medical inspection of all
schools. One noteworthy feature of elementary education is
the retention of the abacus, or counting board. The merchant
or the banker, however Europeanized, will produce his count-
mg board framed, of course, to suit the decimal system — and,
even if capable of computing by Western methods, prefers to
keep to his old way, as quicker and more accurate. The diffi¬
culties of mastering the abacus, and of learning to read and
write Japanese, account for the smaller number of subjects
on the syllabus, which would look unimposing if nut along¬
side our more pretentious array of subjects.
In all schools definite instruction is given in morals, so that
the system cannot be considered entirely secular. The basis
of instruction is an Imperial Edict of 1890, with which many
may be familiar, but which is sufficiently striking to repro- i
duce. Textbooks based on it are used throughout schools of
of all grades, and it is formally read with almost religious
ceremony on anniversaries and other important occasions.
The following translation, issued by the Japanese Board of
Education, is claimed to be an improvement on all previous
versions, but no doubt it suffers from the defects of all trans¬
lations : —
Know ye, Our subjects :
Our Imperial Ancestors have founded Our Empire on a basis
broad and everlasting, and have deeply and finely implanted
virtue ; Our subjects, ever united in loyalty and filial piety, have
from generation to generation illustrated the beauty thereof.
This is the glory of the fundamental character of Our Empire,
and herein also lies the source of Our education. Ye, Our sub¬
jects, be filial to your parents, affectionate to your brothers and
sisters ; as husbands and wives be harmonious, as friends true ;
bear yourselves in modesty and moderation ; extend your benevo¬
lence to all ; pursue learning and cultivate arts, and thereby de¬
velop intellectual faculties and perfect moral powers ; furthermore,
advance public good and promote common interests ; always re¬
spect the constitution and observe the laws ; should emergency
arise, offer yourselves courageously to the State, and thus guard
and maintain the prosperity of Our Imperial Throne coeval with
heaven and earth. So shall ye be not only Our good and faithful
subjects, but render illustrious the best traditions of your fore¬
fathers.
The way here set forth is indeed the teaching bequeathed hy
Our Imperial Ancestors, to be observed alike by Their Descend¬
ants and the subjects, infallible for all ages and true in all places.
It is Our wish to lay it to heart in all reverence in common with
with you, Our subjects, that we may all thus attain to the same
virtue.*
This is a veritable counsel of perfection ; but, except in
Yokohama and other treaty ports, where the people have
been not a little demoralized by contact with not too scrupu¬
lous traders and with the scum of all nations, the honesty,
kindness, and politeness of the Japanese were conspicuous.
Y.
Coming more particularly to what we should call secondary
education — that of the middle and higher schools— it is regret¬
table to find that about 40 per cent, of those qualified and anxious
to go on to more advanced work are debarred by lack of accom¬
modation. As things are, about one in every 300 of the popu¬
lation passes through these higher schools. In all schools of
this stamp the study of English is compulsory, and as much
time (six hours a week) is devoted to it as to Chinese and
Japanese combined. In the still higher schools, either French
or German is also learnt. Reckoning Chinese as equivalent
to Latin or Greek, the subjects otherwise are precisely the
same as with us, mathematics being taught in the usual
branches.
The teaching of morals is still persevered with, though
apparently definite instruction is omitted in the girls’ schools.
A prized privilege of boys passing prescribed examinations
from the secondary schools is that only one year of military
service is further required, and such boys are regarded, not
as conscripts, but as volunteers. This exemption is reasonable,
for right through his school career a boy is a member of a
cadet corps ; on inquiry, however, I was surprised to learn
that shooting was practised only once a year, and then more
as a holiday recreation than as a serious business ; my infor¬
mation here was probably incorrect.
In all schools above the primary grade, the boys wear a
neat uniform of dark blue, with heavy military overcoat, in
which they delight to disport themselves even on the warmest
days ; in private life they doubtless quickly get into the more
becoming and more comfortable kimono. At my interview
with the Minister of Education — who, by the way, spoke per¬
fect English — I found him dressed in the ordinary grey or
brown silk kimono of the Japanese gentleman ; his carriage was
waiting at the door, and on my departure he would have to
don the top hat and frock coat that is obligatory on all the
higher officials.
A word or two with regard to physical training. Gym¬
nastics are carefully taught, and in the first middle school in
Tokyo, systematic breathing exercises are enforced at the
beginning of every school day. Large numbers of the young
J apanese, like the Germans, are shortsighted ; this is partly
* This from School, a now defunct magazine.
May 1, 1917.]
THE EDUCATIONAL TIMES.
51
due to the intricacy of their ideographs, but I noticed that those
who study German are much more often shortsighted than
those who study French — no doubt owing to the strain of
reading the German characters.
The Japanese are sensitive, too, on the subject of their
small stature, and many schools are doing much to improve
their national physicpie. The statistics furnished me by the
head master of the admirable middle school mentioned above,
show that, despite much curvature of the spine induced by
squatting on the floor, and over hibachi, it may be that, by
taking further thought, the Japanese may in time “ add one
cubit to his stature.” Tennis and baseball are played every¬
where, and ju-jitsu and the old-time fencing are favourite
pastimes among the older boys. Adequate playgrounds, as
unfortunately too often here, are almost non-existent. The
endowed Peers’ school, the Eton of Japan, and some of the
military colleges, have good playing fields, but the scanty
acres about the fine University buildings at Tokyo and
Kyoto- sliowr that the undergraduate has little scope, even if
he has the taste, for athletic pursuits. At one primary school
I visited, the physical drill for girls consisted of a set of
quadrilles, nicely danced in a concreted quadrangle, to the
strains of a villainous American organ.
VI.
One great obstacle in the path of the Japanese in their
attempts to assimilate Western knowledge lies in the necessity
of learning Chinese, as well as their own language. One
must remember that they still use Chinese ideographs, or
word-pictures, and have to learn by rote at least 4,000
arbitrary symbols. These symbols both a Chinaman and a
Japanese can read, but each interprets them by different
words, and neither understands a word of the other’s lan¬
guage. Then, too, the grammar and style of conversational
Japanese differ from that used in correspondence and in
literature. There is an influential movement in the direction
of Romanizing the writing of the language on phonetic prin¬
ciples that may prevail, but, though most of the teachers
with whom I came in contact were in favour of the change,
old prejudices die hard, and, owing to practical difficulties, a
reform is probably as far distant with them as, with us, is
the adoption of a decimal system of counting or a rational
method of spelling.
It was particularly interesting to me to notice the teaching
of English ; the desire to know our language is pathetic ; you
will find shopkeepers and errand boys in odd moments,
instead of snowballing one another, or passers-by, pulling out
an English-Japanese dictionary from the sleeves of their
kimonos, with a view to firing off a phrase at the next
foreigner. In any good secondary school you will find
English taught by the natural method, and it would have
delighted the heart of any keen inspector of schools to hear
the instruction of the lowest class of one school by a pains¬
taking Japanese : —
“ It ees a — a bird,” said he, pointing to a picture of an
ostrich. “ Eet has wings ; but eet cannot fly. Eet can run
very fast. Is eet a fow-ell ? No ! Eet is an orstreecher ! ”
A higher class, evidently excellently taught by an American
lady, was able to repeat with correctness and fair under¬
standing a piece of repetition of the “ Lochinvar ” order. I
was amused to meet this class afterwards cleaning their
rifles, and ragging their old sergeant-major with all the cheer¬
fulness of irresponsible boyhood. The master who was accom¬
panying me explained to two boys that I had just come from
Australia and New Zealand, when one of them instantly re¬
sponded, with a grin, “ Good day, kapai Nihon ” (Japan very
good). The “ kapai,” a common Maori word for “ very good,”
must have been a reminiscence of a well taught geography
lesson. In a higher school the standard of reading was equal
to that of our University pass classes. One class was follow¬
ing with zest a passage from Carlyle’s “ Heroes and Hero
Worship.” On my asking a few questions, though too shy to
answer very correctly, the students showed that they under- 1
stood what they were reading. Abstract and philosophical
writing seems like mother’s milk to the Oriental mind. While
going through the chief training college for teachers, I came
across two students in the library chuckling over the “ Pick¬
wick Papers.” I could hardly believe that their knowledge of
English was sufficient for them to appreciate the vulgarisms
of the immortal Sam Weller, and asked one of them the mean¬
ing of a phrase ; this he gave quite correctly, and he was evi¬
dently prepared to reel me off a resume of a lecture, lately
delivered, I suppose, on Cockney English. Perhaps I was
sent to exceptional schools, and perhaps I encountered excep¬
tional students, but one could not fail to be struck with their
intelligence and their industry. Spoken English was another
pair of shoes, but certainly not worse than the attempts of
most of us to express ourselves in French and German.
The ignorance or diffidence of the Japanese instructors in
English is doubtless responsible for great weakness in wrest¬
ling with our spoken language. In these higher schools the
ability to write English fluently and correctly was marked, but,
despite six or eight years’ study, the efforts at idiomatic
speech were too often lamentable. In walking down one of
the less important streets of Tokyo, I was surprised to find
that nearly all the shops had a few words of English painted
on their signboards. The idea of the Japanese shopkeeper
may have been to try to impress his neighbour with his own
superior education, but I must confess that much of the Eng¬
lish was quite unintelligible to me. “ Dealer in Pest Milk,”
“ Extract of Fowl ” (meaning “ eggs ”) were two, while a
barber described himself as a “ head cutter.” “ Milliners and
Ladies’ Outfatters ” are common. Prof. Chamberlain, who
probably knows more of the Japanese language than the
Japanese themselves, and who for many years was professor
of Japanese literature in the Imperial Tokyo University, re¬
cords a poetical effusion of one of his students who, having
heard women described as the cement of society, apostrophized
them as “ Social glue ” ! In his “ Things Japanese ” to which
I am indebted for my historical statements, he gives an
extract from an essay on the character of an Englishman, that
is quaintly expressed, and hits off shrewdly some of our sup¬
posed characteristics : “ The England which is occupied of
the largest and greatest dominion which rarely may be. The
Englishman works with a very powerful hands, and the long
legs, and even the eminenced mind ; his chin is so strong as
decerved iron. He are not allowed it to escape, if he did seized
something. Being spread, his dominion is dreadfully exten¬
sive, so that his countrymen boastfully say, ‘ the sun never
sets on my dominion.’ The testamony of England say that he
that lost the common sense, he never any benefit, though he
had gained the whole world. The Englishman always said,
‘ Give me your land, and I will give you my Testamony.’ So
it is not a robbed but an exchanged.”
But this is hardly fair. Reflecting on my own feeble efforts
to express myself in Japanese, I can only admire the deter¬
mination of these clever people to acquire English. And
many of them succeed ; the best . teachers and professors,
educated as many of them have been in England and America,
spoke and wrote admirable English. The principal of the
first higher school, as he sat in cap and gown before a desk on
which lay the latest scientific and philosophical works of
England and Germany, was, for all his brown skin, a typical
head master as we know him. In Japan, as in America,
education is taken seriously ; great zeal on the part of the
teacher is rewarded by corresponding earnestness on the part
of the scholars. There is perhaps an excess of earnestness.
After a school or University examination it is no uncommon
thing to hear of suicides, a favourite spot chosen being that
romantic waterfall on the way to Chusenji, near the famous
temples of Nikko.
Some may ask : “ What does it matter to us here in Eng¬
land what the Japanese teach in their primary and secondary
schools ? ” To this I can only reply that their system, even
if less ambitious than our own, leads to efficiency in all direc¬
tions, especially from the national point of view. Their
patriotism is no mere lip service ; to fit themselves to live for
their country, and, if need be, to die for it, is with them a real
passion. Can any one doubt this who has followed the record
of their deeds in the Russo-Japanese War, or who has realized
the intensity of performance revealed in such a book as
“ Human Bullets ” P Nowadays the East is not so far sun¬
dered from the West as some imagine, and we can all afford a
sympathetic thought to a valiant ally that not long ago threw
in its lot with ourselves in the cause of civilization and in a
struggle for ideals which we are now striving to maintain
with the best blood of our race.
✓
52
THE EDUCATIONAL TIMES.
[May 1, 1917.
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THE EDUCATIONAL TIMES
53
THE COLLEGE OF PRECEPTORS.
TEACHERS’ DIPLOMA EXAMINATION. - Winter, 1916.
The Winter Examination commenced on the 2nd of Jauuary, and was held in London and at the following Local
Centres : — Belfast, Birmingham, Bristol, Cardiff, Cork, Dublin, Glasgow, Jersey, Leeds, Liverpool, Manchester, Newcastle-
on-Tyne, Plymouth; Bombay, Mussoorie (India); Taiping (F.M.S.) ; Shanghai (China); Abeokuta, Ibadan (S. Nigeria);
Freetown (Sierra Leone).
LIST OF CANDIDATES WHO PASSED IN THE VARIOUS SUBJECTS.
(hon.) attached to a name, or to a letter denoting a subject, indicates that the candidate obtained Honours in the subject.
THEORY AND PRACTICE OF EDUCATION.
Fellowship.
Dennys, Rev. Bro.
Licentiateship.
Ashcroft, Miss M.
Gunton, T. P.
O’Connor, J.
Boyd, J. S.
Hatch, F.
Richardson, J. G.
Calvert, G. W.
Hudson, D. R.
Row, E. F.
Green, G. W. C.
Lloyd Wood, E.
Associateship.
Adams, C. G.
Goldsmid, Miss G. F. B.
Maddy, J. E.
Aldridge, Miss G.
Gould, W. J.
MagiU, Miss E.
Ambrose, J. J.
Guest, Miss G.
Mead, C. D.
Britton, G. F.
Harr op, P. F.
Mobbs, A. H.
Calderwood, Miss E.
Hymers, B.
Muirhead, J.
Carlile, S. C.
James, F.
Needham, Miss E.
Clifford, J. J.
Kay, Miss H.
Omideyi, A. A.
Davey, L. A.
Lloyd, J.
Overy, Miss E. M.
Davies, D.
Elliott, Miss M.
Loftus, P.
Parnell, bliss G. M.
ENGLISH (Subject No. I).
Adams, C. G.
Downes, T. J.
McDonald, T. F.
Baker, Miss A. M.
Guest, Miss D. E.
McNelly, Miss E.
Bate, F. A.
James, E. (Aon.)
Mead, C. D. (Aon.)
Calderwood, Miss E.
Lewis, Miss J. K.
Newman, Miss A. K.
Clifford, J. J.
Lloyd, J.
Omideyi, A. A.
Dinwoodie, W.
ENGLISH
HISTORY.
Bate, F. A.
Downes, T. J.
Lewis, Miss J. K.
Byrne, Miss E. H.
Fusier, L.
Lloyd, J.
Davey, L. A.
James, E.
Loftus, P. (Aon.)
Dawber, H.
Johnson, R. A.
Murphy, P. J.
Dinwoodie, W.
Jordan, H. G.
O’Dea, P. J.
Doran, Miss R.
Kay, Miss H.
Petters, Miss M. R.
Smith, W. E.
Ward, F. G. S.
Williams, W. R.
Rigney, J.
Rogers, H. J.
Smith, R. J. D.
Symonds, Miss M. T.
Taylor, Miss M. M.
Veevers, W. E.
Warriner, Miss D. E.
Weigs-Jepson, J. A.
Woodhouse, C. Lv
Rodenhurst, Miss I. M.
Roll, F.
Rose, A. S.
Smith, R. J. D.
Widdows, C. P.
Rodenhnrst, Miss I. M.
Rogers, Miss A.
Rose, A. S.
Woodhouse, C. L.
Wyatt, Miss E. R.
GEOGRAPHY.
Byrne, Miss E. H.
Dinwoodie, W.
James, F.
Lewis, Miss J. K.
Lloyd, J.
Maddy, J. E.
Murray, J.
Quinn, Miss S. M.
Ridout, R. E. T.
Roberts, E. J.
Roll, F.
Smith, R. J. D.
Walker, A. H.
Warriner, Miss D. E.
Yeal, R.
ARITHMETIC.
Baker, Mias A. M.
Clifford, J. J.
Lewis, Miss J. K.
Roll, F.
Brennan, P. C.
Fusier, L.
Mead, C. D.
Sanderson, G.
Burke, C. T. J.
Hymers, B.
Murray, J.
Walsh, J. J.
Byrne, Miss E. H.
Kay, Miss H.
Ridout, R. E. T.
Yeal, R.
MATHEMATICS.
Licentiateship.
••
Dobson, J. C.
Associateship .
Baker, Miss A. M.
Burke, C. T. J.
Dinwoodie, W.
Mead, C. D.
Britton, G. F.
Dawber, H.
Harrop, P. F. (hon. geometry )
| Randles, C. J.
54
THE EDUCATIONAL TIMES
[May 1, 1917
LANGUAGES.
Associateship.
f. = French.
Clifford, J. J. f.
Cocker, Miss A. A. f.
Goldsmid, Miss G. F. B. f.
Guest, Miss D. E. f.
Herbert, Miss L. L. f.
Hymers, B. /.
James, F. f.
Lavery-Connolly, Mrs. H. M. f.
Roll, F. /.
SCIENCE.
a. Astronomy. b. = Botany.
ch. = Chemistry. phys. —
Licentiateship.
Hudson, D. R. a. phys.
Streeter, E. G. a. phys.
Associateship.
Kay, Miss H. phys. b.
Reece, W. J. ch. phys.
Taylor, Miss M. M. phys. b.
Weaver, Miss E. E. ch. phys.
Widdows, C. P f.
Wyatt, Miss E R. f.
LIST OF CANDIDATES TO WHOM DIPLOMAS WERE AWARDED.
LICENTIATES HIP.
Ashcroft, Miss M.
Dobson, J. C.
Hudson, D. R.
Boyd, J. S.
Green, G. W. C.
Richardson, J. G.
Calvert, G. W.
Hatch, F.
Row, E. F.
ASSOCIATESHIP.
Adams, C. G.
Dawber, H.
Mobbs, A. H.
Aldridge, Miss G.
Dinwoodie, W.
Muirhead, J.
Bate, F. A.
Elliott, Miss M.
Needham, Miss E.
Britton, G. F.
Gould, W. J.
Overy, Miss E. M.
Calderwood, Miss E.
Jordan, H. G.
Parnell, Miss G. M.
Garble, S. C.
Lavery-Connolly, Mrs. H. M.
Randles, C. J.
Davies, D.
Mead, C. D.
Reece, W. J.
Sanderson, G. G.
Smith, W. E.
Williams, W. R.
Rigney, J.
Rogers, H. J.
Symonds, Miss M. T.
Taylor, Miss M. M.
Veevers, W. E.
Weigs-Jepson, J. A.
THE COLLEGE OF PRECEPTORS
PROFESSIONAL PRELIMINARY EXAMINATION. - MARCH, 1917.
CLASS LISTS.
The Professional Preliminary Examination was held on the 6th, 7th, and 8th of March in London, Birmingham,
Blackburn, Bristol, Cardiff, Edinburgh, Glasgow, Leeds, Liverpool, Manchester, Newcastle-on-Tyne, and Nottingham. The
following candidates obtained Certificates : —
SENIOR.
Pass Division.
Dale, H.-W. L. 1.
Dodd, R. W. ma.
Sykes, C. E.
Turner, E. S.
JUNIOR.
Allen, J. V. D. 1.
Fripp, G. H. S. a. al.l.
Honours Division
Jenkins, T. L. al.l.
Sage, H. W. e.a.al.
Smith, H. A. e.
Wolfendale, R. E. al.
Pass Division.
Annis, E. N. C.
Anthony, F. L.
Bailey, W. E.
Barlow, T. F. 1.
Bechal, I.
Bishop, H. a.al.
Blaik, W. M.
Brettell, H. MacD.
Budgen, N. F.
Caldwell, A. J.
Corfield, R. H. a.al.
Curtis, E. j. B.
Douglas, F. ch.
Elliott, B. a.
Evans, A. E.
Evans, G. I. al.
Evans, Miss M. g.al.
Field, E. V.
Fletcher, C. c.
Folwell, W. E.
Fox, Miss B. M.
Frazer, Miss L. h.
Gandil, S. S.
Gifford, R. C. D. al.
Greenwood, A. W. e.
Hamilton, J. E. S.
Hamilton-Jones, L. M.
Haynes, G, G. T.
Houlton, J. V. a.al.
Howe, W. F. al.l.
Hughes, T. W.
Jeffers, Miss A.
Lakin, H. H. al.
Lambert, Miss M.
Lys, W. F.
MaeWilliam, D- T.
Nutt, T. D.
Oliver, L. M.
Pereira, G. H.
Popham, I. H. B.
Rankin, D. R.
Richardson, R. W. a.
Richman, H.
Robertson, Mrs. M. C. e.
Satchwell, R. E.
Shaw, J. K.
Snook, A. J. a.
Strickland, J. N. 1.
Summers, R. D.
Taylor, C. G. a.al.
Thomson, C. D.
Thornton, Miss M. 0.
Whiting, Miss M. E. a.
Wickenden, H. W. 1.
Wilkinson, F. E. a.
Wootton, Miss P. R. a.al.
a.
al.
ok.
Arithmetic.
Algebra.
Chemistry.
b.H. The small italic letters denote distinction in the following subjects respectively: —
e. = English,
fir. = Geography.
A. = History.
1. = Latin.
ma. = Magnetism and Electricity.
May 1, 1917.]
THE EDUCATIONAL TIMES
oo
THE
CERTIFICATE
COLLEGE OF PRECEPTORS.
AND LOWER FORMS EXAMINATIONS.
CHRISTMAS, 1916.
1.
2.
3.
4.
1.
2.
3.
4.
1.
2.
S'
1.
2.
PRIZES.
SENIOR.
General Proficiency.
Aufenast, F.
( Isbister Prize.)
Lloyd, T. B.
( Pinches Prize)
Arnold, H. G.
( Hodgson Memor
Goolding, M. B.
Tollington School, Muswell Hill, X.
The Palace School, Bewdley.
Norwich High School for Boys.
ial Prize.)
Tollington School, Muswell Hill, N.
Chitty, P. S. C.
Allen, A. T. L.
Moat, S.
/Inch, J. V.
( Patterson, A, T.
JUNIOR.
General Proficiency.
Mercers’ School, Holhorn, E.C.
The Jersey Modern School, St. Helier’s, Jersey.
Shoreliam Grammar School.
Shoreham Grammar School.
Newcastle Modern School, Newcastle-on-Tyne.
Mathematics.
1. Arnold, H. G. Norwich High School for Boys.
2. Jeffree, J. L. The High School for Boys, Croydon.
Modern Foreign Languages.
1. Aufenast, P. Tollington School, Muswell Hill, N.
Classics.
Not awarded.
Natural Sciences.
1. Goolding, M. B. Tollington School, Muswell Hill, N.
2. Aufenast, P. Tollington School, Muswell Hill, N.
“ Taylor-Jones ” Prize for Scripture History.
Sutton, H. P. Private tuition.
Tonkin, G. R.
Davis, E.
D’Authreau, P. J.
Jar net, R. C.
Lloyd. T. E.
PRELIMINARY.
General Proficiency.
Newquay College, Cornwall.
St. John’s College, Pinsbury Park, N.
The Jersey Modern School, St. Helier’s, Jersey.
English Subjects.
Harleston House School, St. Lawrence, Jersey.
The Palace School, Bewdley.
Soames’ Prize for Scripture History.
Everett, L. W. Norwich High School for Boys.
“ Eve Silver Medal ” for Proficiency in German.
Aufenast, P. Tollington School, Muswell Hill, N.
Miss Mears Prize for Domestic Economy.
Stennett, Miss D. E. Ladies’ College, Nantwich.
Errata in list of successful candidates at the Home Centres.
BOYS.
Senior — Pass Division.
For “ H. C. Walters ” read “ H. C. Waters.”
Preliminary — Pass Division.
In the case of B. F. Besemer and H. W. Pack, for “ Clapham College, Clapham Common” read “Clapton College, Clapton Common.”
Lower Forms.
For “J. Seares” read “J. Scares.”
LIST OF SUCCESSFUL
CANDIDATES AT COLONIAL CENTRES.
N.B.— The small italic letters
denote Distinction in the following subjects respectively: —
a. = Arithmetic.
id. = Algebra.
b. = Botany.
bk. = Book-keepiug.
eh. = Chemistry.
d. = Drawing.
do. = Domestic Economy.
gr. = Greek.
ma. — Magnetism & Electricity.
sc. = Elementary Science
du. = Dutch.
h. = History.
ins. = Mensuration.
sh. = Shorthand.
e. = English.
he. = Hebrew.
mu. — Music.
sp. = Spanish.
/. = French.
i. = Irish.
p. = Political Economy.
ta. = Tamil.
g. = Geography.
1. = Latin.
ph. = Physiology.
t. = Trigonometry.
ge. = German.
gm. = Geometry.
It.. — Light and Heat.
in. = Mechanics.
pliys. = Elementary Physics,
s. = Scripture.
w. = Welsh.
The signs * and t prefixed to names in the Junior and Preliminary Lists denote that the Candidates were enteredforlhe Senior and Junior Grades respectively.
In the addresses, Acad. = Academy, C. or Coll. = College, Coll.S. = Collegiate School, Comm. = Commercial, Conv. = Convent, Elem. = Elementary, End.= Endowed,
Found. = Foundation, H. = House, Hr. = Higher, Inst. — Institute, Int. — International, Inter. = Intermediate, Poly. = Polytechnic, Prep. = Preparatory,
P.-T. = Pupil-Teachers, S. = School, Sec. = Secondary, Tech. = Technical, Univ. = University.
SENIOR.
Honours Division.
Gravell,J.W.a./J.c/i.. ChristianBros. ’Coll., Kimberley
Vigne,C. e.a.f.l. Christian Brothers’ Coll., Kimberley
Sassin,C.G. a. Marist Brothers’ Coll., Johannesburg
Tapscott,C.L. e.a.gm.f.
Christian Brothers’ College, Kimberley
fCooper.M. a.al.l. Marist Bros.’ Coll., Uitenhage
| Sutton, C.F. e.a.f.l.ch.
L Christian Brothers’ College, Kimberley
Kelly, W.E. e.du.l.ch.
Christian Brothers’ College, Kimberley
Falck,R.R. a.fl.ch. Christian Bros.’Coll., Kimberley
SENIOR.
Pass Division.
Harington,A.L. e. Christian Bros.’ Coll., Kimberley
Eve,R.J. e.l. Christian Brothers’ Coll., Kimberley
Tomkyns,H. a. Marist Bros.’ Coll., Johannesburg
Husemeyer,F. a.d. MaristBros.’ Coll., Johannesburg
Bloch, J. a. he. Marist Bros.’ Coll., Johannesburg
McNally, L. Christian Brothers’ College, Kimberley
BOYS.
Agranat,A. du. Private tuition
Harris, A. Marist Brothers’ College, Uitenhage
Weatherby, A.W. Christian Bros.’ Coll., Kimberley
('Lindsay, J.H. a.du. Marist Bros.’ Coll., Uitenhage
LNicholas.D.T. Marist Bros.’ Coll., Johannesburg
Hopley,R.G.H. e. Christian Bros.’ Coll., Kimberley
Thamotharampillay.T. ta.l. Private tuition
Leyard,J.J. 1. Christian Brothers’ Coll., Kimberley
("Robinson, E. Marist Brothers’ Coll., Johannesburg
LTunstall,E. Government School, Nairobi
Fotheringham,H.F. Marist Bros.’ Coll., Uitenhage
Henshaw.L.M.R. Private tuition
Hallick,B. a. Marist Bros.’ Coll., Johannesburg
Campbell, W.J. Christian Bros.’ Coll., Kimberley
van Geuns,R. Marist Brothers’ College, Uitenhage
Lewis, H.E. Marist Brothers’ Coll., Johannesburg
Ignatius, S. a. St. Michael’s, Batticaloa
Rattray, H.M. du. MaristBros.’ Coll., Uitenhage
Wigeyesinghe,E.C.B. Private tuition
Warren, L.J. Christian Brothers’ Coll., Kimberley
RamChandra,N. National Christian Acad., Manepay
Gordon,J.B. Christian Brothers’ Coll., Kimberley
Somers, H. St. Charles’s College, Maritzburg
Kelly, H. Christian Brothers’ College, Kimberley
Ekanayaka,V. Malia-Bodhi College, Colombo
Byass, F.0.0. Wesleyan Boys’ High S., Lagos
Maxwell, R.J. Government School, Nairob
Horwitz,H. Marist Brothers’ Coll., Johannesburg
('Bateman, N. A. Marist Brothers’ Coll., Uitenhage
LRajasingain.A.I. St. Michael’s, Batticaloa
Lipkin, R. Private tuition
Sanoon,O.L.M.M. Private tuition
Michaelis,N.M. Marist Brothers’Coll., Johannesburg
f Beaton, W.G. Government School, Nairobi
LSmith,A. a. St. Charles’s Coll., Maritzburg
Bernstein, H. Marist Brothers’ Coll., Johannesburg
Nagalingam,T. National Christian Acad., Manepay
Eldred,J.P. Christian Brothers’ Coll., Kimberley
JUNIOR.
Honours Division.
Mazell,J. a.al. Marist Brothers’ Coll., Johannesburg
Jayasuriya,F.B.P. al.f. Private tuition
Levin, S. al. du. Private tuition
Pitt,C. s.h.a. Private tuition
Mendis,J.H.V. al.f. Private tuition
ViechwegjW. Private tuition
56
THE EDUCATIONAL TIMES
[May 1, 1917
JUNIOR.
Pass Division.
Vogl,F.J. al. Marist Brothers’ College, Johannesburg
McDonell.A. Government School, Nairobi
fNellaiappen,T.M.P. Central College, Colombo
| Panlick pulle, C. H. A. S. al. Private tuition
VPitt,B. s.al. Private tuition
Sch wartzel , W . A. Government School, Nairobi
f Franklin, F.A. /. St. Charles’s Coll., Maritzburg
Scoon,J.E. do. Private tuition
, Wilson, J. Private tuition
r*DuPlessis,J. du. Marist Bros.’ College, Uitenliage
LHaynes,G. s. Private tuition
Ducasse,L.A. St. Charles’s Coll., Maritzburg
f*Perera,W.D. Sri Jinaraja School, Wadduwa
f Smith, E. Private tuition
Gooding, N. s. Private tuition
*Uordon,B. St. Charles’s College, Maritzburg
( *Kanagasabai,A.V. Central College, Colombo
I Rajaratnem,F.S. e.ta. Private tuition
f Crentsil, A.E. Government S., Cape Coast Castle
1 Joseph, E.M. Private tuition
j Perera.F.J.C. a. Private tuition
LRajasengam,C.S. al. Private tuition
f’Brecken ridge, S.R.N. s. Central College, Colombo
(•Paterson, W.J. Christian Brothers’Coll., Kimberley
Gill,W.E. Private tuition
f Acquaah,T.B. s. Baptist Training Coll., Accra
| Modeste,S. a. Private tuition
l*Wickramasingham,S. Private tuition
f * Arunasalem, K. P.
National Christian Academy, Manepay
I James, B.R. al. Private tuition
(Odumosu.A.O. al. Gram. S., Ijebu Ode, via Lagos
Lipman,B. al. Marist Brothers’ Coll., Johannesburg
("Daviat.A.E. Private tuition
| Jayatileke,D.S. Sri Jinaraja School, Wadduwa
(Neptune, C. A. Private tuition
Adebowale,J.A. al. Gram. S., Ijebu Ode, via Lagos
f*Perera,L.J. Sri Jinaraja School, Wadduwa
(*Sodeinde,E.C. Abeokuta Gram. School
r ‘Fernando, W.E. Private tuition
I KrishnaswamijA. A. al. Private tuition
I Lyman, H.T. National Christian Acad., Manepay
(.•McLaren, J. St. Charles’s Coll., Maritzburg
*Keeley,J.A. Christian Brothers’ Coll., Kimberley
*Munro,C. Government School, Nairobi
Fenlon,E.M. St. Charles’s College, Maritzburg
*Bown,S. Marist Brothers’ College, Uitenhage
fPerera.K.A.J. Private tuition
(Wittatchy,J. Private tuition
•Leonard, H.D.V. Private tuition
fLee.G.M.P.P.M.C.
I National Christian Academy, Manepay
(Ratcliff, J.R. Emilian School, Johannesburg
rCharawanamuttu,V.E. Private tuition
(•Miranda, M.G. Private tuition
Cuthbert,H.S. Government School, Nairobi
('*DeCroos,A.V. Private tuition
(*Sapara,L.A. Private tuition
fBanajee, R.D. Private tuition
I Brenning,V. Marist Brothers’ Coll., Johannesburg
| Theunissen,M. Private tuition
(Woolfson,!!. du. Private tuition
Devadurai,K. ta. National Christian Acad., Manepay
f *Boham,E.K. Baptist Training College, Accra
(Mahon, A.W. Private tuition
('CaroliSjT.B. Private tuition
j Fernando, D.E. Private tuition
| ’ Jayasiriha, L. Maha-Bodhi College, Colombo
| Karalasingham,K. al.
L National Christian Academy, Manepay
("deZoysa,M. al. Maha-Bodhi College, Colombo
( Kandyah,\.(a. National Christian Acad., Manepay
'Arumugain.V. National Christian Acad., Manepay
Cato,J.IL Private tuition
Dick.W.R. Private tuition
Mankar.A.K. Central College, Colombo
McGovern, E.F. ^ St. Charles’s Coll., Maritzburg
♦Ramanathan, A. National Christian Acad., Manepay
Subramaniam.T. ta.
National Christian Academy, Manepay
Anandappa E.T. Private tuition
Abrahams, M. Private tuition
Si\ agurnathan,T.NationalCliristian Acad., Manepay
♦Pofj.rc w n Abeokuta Grammar School
Private tuition
Private tuition
Private tuition
Private tuition
Abeokuta Grammar School
('•Peters, E.O.
(Punchibanda,J.H. a.
♦Flores, G.P.
('Briggs, I.O.
' Chitty.V.C.
Coker, G.O.
' 11 > A ' Marist Brothers’ Coll,, Johannesburg
Martins, I.O. Private tuition
Rasiah.A. National Christian Acad., Manepay
('Martins, R. A. New High Class School, Lagos
(Numperumal,R.N. Private tuition
('♦Fernando, P.A.S. Private tuition
l Jainudeen.M.T. Private tuition
(TfflSn°,LZaRA"F- n Private tuition
Kmoiig, R. Grammar School, Ibadan
♦Savage K. B. N ew High Class School, Lagos
Ziegler, S. al. Government School, Nairobi
('Peters, D.°. Abeokuta Grammar School
(Sijuade.J. s. Grammar School, Ibadan
('Fasuyi.D. s. Grammar School, Ibadan
C Joachim, S. A. M. al. Central College, Colombo
('♦Cole.A.B. New High Class School, Lagos
| Fernando, M.R. Sri Jinaraja School, Wadduwa
| Lagunade,D. s. Grammar School, Ibadan
| Somasekeram-PillaijS. ta.
( National Christian Academy, Manepay
f'DeSilva,D.J.A. Central College, Colombo
I John,D.K. National Christian Acad., Manepay
(♦Ogunmekan.G.A. Abeokuta Grammar School
Papadolambakis,C.
Marist Brothers’ College, Johannesburg
Wijayasingha,S. Private tuition
VadivelUjS. National Christian Acad., Manepay
Vivakanandaraja,S.
National Christian Academy, Manepay
Quartey.J.A. Grammar School, Accra
|'Abayomi,A.O. Private tuition
I *Elalasingham,R.H. Wesleyan Central S.,Batticaloa
( Ramanathan, T. Central College, Colombo
f Jayatunga, W. M. P. Pri vate tuition
(Vytilingam,P. National Christian Acad., Manepay
Hope Institute, Lagos
Central College, Colombo
Private tuition
Central College, Colombo
Maha-Bodhi Coll., Colombo
Private tuition
App"adurai,T. National Christian Acad., Manepay
Tanimawo-Ariori,A.S. Private tuition
("Coker, C.A.
| Corera,G.V.
| Mirando.S.P.
(Yone,M.T.
•Jayawardhana.W.P.
Quayson,J.A. s,
PRELIMINARY.
Honours Division.
Davidson, R.N. s.a.al.bk. Private tuition
fCoard,F. s.a.al.bk. Private tuition
(Downes, P.G. s.a.al.bk.f. Private tuition
fMaegregor,H.F. s.g.a.al.d. Government S., Nairobi
(Modeste,C. s.a.al.bk. Private tuition
['Forsyth.S. a.al.sc.d.
Marist Brothers’ College, Johannesburg
| Fuller, L.R. .s.g.d. Government School, Nairobi
(Jackson, S.G. s.a.al.bk. Private tuition
George, A. s.al. Private tuition
('Coard,L.C.C. a. Private tuition
| De laHarpe.N. a.al.
Marist Brothers’ College, Uitenhage
(Goble, P.G. g.a.al. St. Charles’s College, Maritzburg
Garbrab,J.F. s.a.al.bk.
Government School, Cape Coast Castle
Phillips, V. a.al.du.
Marist Brothers’ College, Uitenhage
f Aberdeen, J.E. a. Private tuition
| Cuffy,M.E. s.al. Private tuition
| Hurwitz,J. a.al. gm.se.
Marist Brothers’ College, Johannesburg
1 Scallan,D.W. a.al.gm.
( St. Joseph’s Academy, Cape Town
('Cromwell, F. a.al.
Government School, Cape Coast Castle
j Goebel, H. a.al.du.
( Marist Brothers' College, Uitenhage
("Burke, E. al. St. Joseph’s Academy, Cape Town
| GrifBn,E. a. St. Joseph’s Academy, Cape Town
j Hughes, V. a.al.
\ Marist Brothers’ College, Johannesburg
| Karie,I. a.al. Marist Brothers’ College, Uitenhage
Martin, S. a.al. Private tuition
( Redhead, T. A. a.al. Private tuition
I" Dickson, H.E. e.a.al.gm.
St. Joseph’s Academy, Cape Town
(Phillips, H. a.al. Marist Brothers’ Coll., Uitenhage
'Baptist, J. A. s.h.ul. C.M.S. Grammar School, Lagos
Coleman, A.B. a.
Cape Coast Wesleyan Centenary Memorial School
Dadzie,E. s.a.al.
Government School, Cape Coast Castle
Greenidge,T. s. Private tuition
Shelton, E.H. al. Government School, Nairobi
Ziervogel,H.B. al.
Marist Brothers’ College, Johannesburg
Garb rah, J.C. al.
Cape Coast Wesleyan Centenary Memorial School
Harry, S.E. e. Private tuition
Tooth, E. g.al.
Marist Brothers’ College, Johannesburg
l
PRELIMINARY.
Pass Division.
fMadduma Acharige, J. al. (Private tuition
(Ponniah,K. Central College, Colombo
tPoopalapillai,D.G.K.WesleyanCentralS.,Battiealoa
fKarunatilaka,D.S.W. Maha-Bodhi Coll., Colombo
tStott,F.I. Marist Brothers’ Coll., Johannesburg
DeHeer,A.N. a.al.bk.
Cape Coast Wesleyan Centenary Memorial S.
Edmondson, W.B. s.
Cape Coast Wesleyan Centenary Memorial S.
Singleton, W. al.d. Marist Bros.’ Coll., Johannesburg
l tUsher,V.II. St. Charles’s Coll., Maritzburg
Gvilmer,G.E. a. St. Joseph’s Acad., Cape Town
Hoyle,S. al.d. Government S., Cape Coast Castle
Oddoye.E.V.N. al.bk.
Government School, Cape Coast Castle
O'Doherty, K.P. e.a.al. St. Joseph’s Acad., CapeTown
Stafford, A. s.a.al.bk. Private tuition
| Wilson, W.C. a.al.
( Cape Coast Wesleyan Centenary Memorial S.
f(Stannard,R.N. St. Charles’s Coll., Maritzburg
| Vanace,M.W. d.
( Cape Coast Wesleyan Centenary Memorial S.
(Meuds.G.A.
Cape Coast Wesleyan Centenary Memorial S.
f f Mitchell, T. St. Charles’s Coll., Maritzburg
(Bascombe.H.M. al. Private tuition
| fJadesimijI.G. s. Gram. S., Ijebu Ode, via Lagos
L.tJohnson, J.V. Private tuition
fHourquebie^.L. g.f. St. Charles’s Coll., Maritzburg
| fMunro,D.R. al. St. Charles’s Coll., Maritzburg
LWoolf,S.H. a.al.sc. Marist Bros.’Coll., Johannesburg
C Ayesu,C. s.al. Government S., Cape Coast Castle
tJibowu,S.T.O. Abeokuta Grammar School
Munro,H. a. Government School, Nairobi
^Williams, I.O. a.al. Wesleyan Boys’ HigliS., Lagos
('tBush.G. Marist Brothers' Coll., Johannesburg
I Kofie,A.J. e.a. Government S., Cape Coast Castle
hLenagharpM. Marist Brothers’ Coll., Uitenhage
'tAjayi,E. Private tuition
Buzetti,N. Marist Bros.’ Coll., Johannesburg
Page,R. a.al. Marist Bros.’ Coll., Uitenhage
JSandy,G. Mcl. s. Private tuition
ffErlank,J.S. Marist Brothers’ Coll., Johannesburg
| Jacob, C. s.a.bk. Private tuition
LMarcelle,G. s.bk. Private tuition
("Gilbert, J. bk. Private tuition
Gordon, D.C. al. Wesleyan Mission S., Seccondee
Jayasinghe.V.A. al.gm. Sri Jinaraja S., Wadduwa
(Phillips, E.O. Abeokuta Grammar School
( tdeAlwisRobert.T.P.G. Maha-Bodhi Coll., Colombo
lHime,A. al. St. Charles’s Coll., Maritzburg
Blankson, J.E. al.
Cape Coast Wesleyan Centenary Memorial S.
Cobb, A. s.a.al. Private tuition
Edey,S. s. Private tuition
Ponnampalam, S.a.al. WesleyanCentralS.,Batticaloa
("Barford,T. al. Marist Brothers’ Coll., Uitenhage
j Beresford,E. a.d. St. Joseph’s Acad., Cape Town
I Ferdinando,K.J.A.E. Private tuition
LLafian,C. a. St. Joseph’s Acad., Cape Town
("McGuire, H.D. a. Private tuition
( Wall,H.F. gm. St. Vincent Grammar School
Bates, C. d. Marist Brothers’ Coll., Johannesburg
Coker, E. al. Elco High School, Lagos
Pennefather,T.D.laC.a.St. Chari es’sColl., Maritzburg
Seemou.D.G. Central College, Colombo
tSinnacutty,N. National Christian Acad., Manepay
Stewart, L. a. Private tuition
ft Barrett,!!. A. Marist Brothers’ Coll., Johannesburg
| Collier, C.W. St. Charles’s Coll., Maritzburg
LHodgson,R. a.al. Marist Bros.’ Coll., Johannesburg
fMcFarlane,W. a.al. Marist Bros.’Coll., Johannesburg
(^Waller, S. al. Private tuition
Phillips, M. al. Marist Brothers' Coll., Uitenhage
fEhmke,W.F. al. St. Joseph’s Acad., Cape Town
| (Liberty, L.J.F. Marist Bros.’ Coll., Johannesburg
j Marshall, C. A. St. Vincent Grammar School
j Mullen, J.G. s.a.al. Government S., Cape Coast Castle
| Pechey,N.K. St. Charles’s Coll., Maritzburg
(.Watts, C. Marist Brothers’ Coll., Johannesburg
f(Aina,J.O. Abeokuta Grammar School
Bagloine,V. St. Joseph’s Acad., Cape Town
Hood.B.C. Private tuition
Jacob. T. s. Private tuition
(Sellathuray.K. National Christian Acad., Manepay
LShaw,D.P.T. s.
(Chellatamby,V.
Hill,S. a.
Knipe,J. a.al.
(Lufora, A.M.P.
(Pattison,W.J.
Quansah,E.G.H.
l(Somasundram,K.
f(Adai,S.A.
Wesleyan Boys’ High S., Lagos
Wesleyan Central S., Batf.icaloa
Marist Brothers’ Coll., Uitenhage
Marist Brothers’ Coll., Uitenhage
Hope Institute, Lagos
Marist Bros.’ Coll., Johannesburg
Government S., Cape Coast Castle
Central College, Colombo
Baptist Training Coll., Accra
(Amirthalingam.V.
National Christian Academy, Manepay
I Cartwright, J. a. Marist Brothers’ Coll., Uitenhage
I Doraisamy,R. s.al. Central College, Colombo
| Menzies,W. a. St. Joseph’s Acad., Cape Town
j Oduntan,S. al. Eko High School, Lagos
| tSchlyer, H. Marist Brothers’ Coll., Johannesburg
LtSimon,J.L. ch. Marist Bros.’ Coll., Johannesburg
f George, C.L.I. Private tuition
(Harsveldt.W.J. Marist Bros.’ Coll., Johannesburg
Maidman,R. a.al. Marist Bros.’ Coll., Johannesburg
(Misbak,H.A.M. Private tuition
Peat,B. Marist Brothers’ Coll., Uitenhage
t Rhodes, I.Q. s. Wesleyan Boys’ High S., Lagos
Sylvester, A.L.McA. a.al. Private tuition
(VanHoff,G.E. Private tuition
_Wood,L. al.du. Marist Brothers’ Coll., Uitenhage
Marist Bros.’ Coll., Johannesburg
Private tuition
Marist Brothers’ Coll., Uitenhage
Private tuition
Maha-Bodhi Coll., Colombo
f (Bernstein, C.
I (Fernando, B.L.
| Fraser, D. d.
| James, H.C.
j Noris,K.D. a.al.
Price, C. al. Marist Brothers’ Coll., Johannesburg
LSiippe,R.A.E. Government S., Cape Coast Castle
f Adenuga,M.A. s. Gram. S., Ijebu Ode, via Lagos
| Broadbent.G. St. Charles's Coll., Maritzburg
| (Maurer, H.W. Marist Bros.’ Coll., Johannesburg
I Paterson, R. al. Marist Bros.’ Coll., Uitenhage
LSoysa,S.H. Piyatessa School, Panadure
May 1, 1917.]
THE EDUCATIONAL TIMES
57
BOYS — PRELIM., Pass Division — continued.
Cole,J.O. cd. New High Class S., Lagos
tde8ilva,W.E. Maha Bodhi Coll., Colombo
tHoward,H.G. St. Charles’s Coll., Maritzburg
fJohnson,J.S. Central College, Colombo
fLanyade,C.O. Gram. S., Ijebu Ode, via Lagos
Lewis, J.D. Private tuition
O'Connell, J.F. al. St. Joseph’s Acad., Cape Town
Swanson, D. MaristBros.’ Coll., Johannesburg
f t Akitola,S.O. Private tuition
I Appuhamy,L.D.W. al. Maha Bodhi Coll., Colombo
' Biney.E.A.C. $.
Cape Coast Wesleyan Centenary Memorial S.
t Freeman, G. Private tuition
Usher, W.W. al. St. Charles’s Coll., Maritzburg
f Afful.J. Government School, Cape Coast Castle
1 Beach, E.McI. Private tuition
| tDoyle,R. Conv. of the Sacred Heart, Potchefstroom
I fKandiah,V. National Christian Acad., Manepay
I tPeiris,K.K. Private tuition
LtPhillips,E.E. Private tuition
f tdeZoysa.R.R. Maha Bodhi Coll., Colombo
fKramer,H.L. Marist Bros.’ Coll., Johannesburg
tOyedele,E. Grammar School, Ibadan
Senanayeke,G.C. al. Sri Jinaraja School, Wadduwa
Silberman,I. Marist Bros.’ Coll., Johannesburg
fTambiah.C.P. National Christian Acad., Manepay
tAllen,E.A. Hope Institute, Lagos
Bassett, J.G. a. St. Joseph’s Acad., Cape Town
Cadmus, A. L. s. Wesleyan Boys’ High S., Lagos
Hayford,M.A. s. Baptist Training Coll., Accra
t Rahim, A. M. A. Private tuition
Rowland, R.St.J. St. Charles’s Coll., Maritzburg
.Tambiah,V. al. National Christian Acad., Manepay
fCloete,G.K. a. St. Joseph’s Acad., Cape Town
j Fonseka,G.S.S. d. Private tuition
j Glass,S. du. Marist Bros. Coll., Uitenhage
| +John,V. Marist Brothers’ College, Johannesburg
| Newton, E.S. St. Joseph’s Academy, Cape Town
| Ogunmekau,E.O. al. Abeokuta Grammar School
LWitter.S. al. St. Joseph’s Academy, Cape Town
t Kailasapillai.M.
National Christian Academy, Manepay
tMohideen,U.L.M.M. Private tuition
Power.M.J.G. al. St. Charles’s College, Maritzburg
Quartey,J.W. s. Baptist Training College, Accra
tRajaratnain,N.
National Christian Academy, Manepay
_Vintura,M.B. al. Eko High School, Lagos
f Adams, A. L. St. Charles’ College, Maritzburg
I Addy,D.O. s. Grammar School, Accra
IBanjirOjH.A. New High Class School, Lagos
Davidson, A. bk.
Government School, Cape Coast Castle
fFranciSjW. Marist Brothers’ Coll., Johannesburg
fHeathcote,N. al. St. Charles’s College, Maritzburg
fJayasinha,D.J.L. Maha Bodhi College, Colombo
Jayatileke,D.C.R. Sri Jinaraja School, Wadduwa
fMajekodunmi,S.G.O. Private tuition
Martins, S.T. cd. C.M.S. Grammar School, Lagos
Ricca,C. a. Marist Brothers’ College, Johannesburg
fSchroeder,J.G.
Marist Brothers’ College, Johannesburg
Shanley,G. St. Charles’s College, Maritzburg
Tackie,A.T. al. Private tuition
Yankah,J.N. d. Government S., Cape Coast Castle
daCosta,R.A. s. C.M.S. Grammar School, Lagos
Fitzpatrick, C.T. St. Joseph’s Academy, Cape Town
tLaingjT. Grammar School, Accra
fPerera,J.A.D. Private tuition
f Ratnasingham, M. E .
National Christian Academy, Manepay
Rezek,A.P. Marist Brotliers’College, Johannesburg
Saidman,M. al. MaristBrotliers’Coll., Johannesburg
( daSilva, V.L. St. Vincent Grammar School
j fDonPowles,W.M. Private tuition
| Quamina,J.A. Government S., Cape Coast Castle
j fSorinolu,J.O. Abeokuta Grammar School
LtSpencer,S.A. MaristBrothers’Coll., Johannes burg
C Ferrario,C. St. Joseph’s Academy, Cape Town
| Macarthur, J.E.J. a. St. Joseph’s Acad., Cape Town
j Rose,H.P. St. Joseph’s Academy, Cape Town
LShepherd,F.H. al. St. Charles’s College, Maritzburg
ftFernandOiE.A. A." Central College, Colombo
| Fernando, W.C. Piyatissa School, Panadure
I Rajakaruna,D.S.a.aI. Maha Bodhi College, Colombo
fRamalingam,S. NationalChristianAcad., Manepay
fSouza,S.S. Private tuition
fSpeldewinde,H.A.V. Private tuition
fCockin,C. Marist Brothers College, Uitenhage
LFraser.C. A. Marist Brothers’ College, Johannesburg
ffBarrow,T.E. Private tuition
Brand, P. Marist Brothe-s’ College, Uitenhage
IDiaSjP.H. Private tuition
tHameed, Y.L.S. Private tuition
Hay,K. Marist Brothers’ College, Uitenhage
Kilm,H.D. St. Joseph’s Academy, Cape Town
Perera.L.M. cd. Maha Bodhi College, Colombo
LtSule,E.A. New High Class School, Lagos
l'Bristow,G. Marist Brothers’ College, Johannesburg
| Luther, J. Eko High School, Lagos
LfMallagamaDevaSurendia,C.deS. Private tuition
fHennessy.D. cd. Marist Bros’. Coll., Johannesburg
| tMazery,H. Marist Brothers’ Coll., Johannesburg
LtMendis,J.C. Private tuition
CfGrant,H.W. St. Charles’s College, Maritzburg
Ogunsola,J. s. Grammar School, Ibadan
I Pereira, P.T. a.cd. Central College, Colombo
fPerera,K.A. Sri Jinaraja School, Wadduwa
Rahiman,R.M.A. Central College, Colombo
'Arthur,R.A.H. Baptist Training College, Accra
Gittens,S.A. Private tuition
fSirisena,A. Maha Bodhi College, Colombo
.fVincent-Lambert,S. St. Charles’s Coll., Maritzburg
f fdeSilva, V.C.T. Central College, Colombo
tLanerolle,J. Central College, Colombo
j Paitaki,A. St. Joseph’s Academy, Cape Town
L Ricci, M. Marist Brothers’ College, Johannesburg
ft BadurDeen,A. Private tuition
LfTurner.J.O. Private tuition
fltanabahu.D.P. Maha Bodhi College, Colombo
LtSinnadurai, K. NationalChristianAcad., Manepay
fCallanan,B. J. a. St. Joseph’s Academy, Cape Town
l^Sinnappah,J. National Christian Acad., Manepay
f t Brain, C. B.O. Baptist Training College, Accra
j Disu,B.A. New High Class School, Lagos
| t Fernando, R.C. Private tuition
tLobban,W. Emilian School, Johannesburg
LtVallipuram,A. NationalChristianAcad., Manepay
ft Allen, G. Grammar School, Ibadan
Cole, A. A. Eko High School, Lagos
LOgidan,I. Grammar School, Ibadan
|'Cartaria,S.K.B. /. Wesleyan Boys’ High S., Lagos
| Doherty, J. Abeokuta Grammar School
| Jimo,G.A. Abeokuta Grammar School
LPerera.G.S. Maha Bodhi College, Colombo
tHammond.E.L. Grammar School, Accra
C Fowokan,J. A. Grammar S., Ijebu Ode, via Lagos
| Francis, D.D. Maha Bodhi Coll., Colombo
tPereira,N.J.W. Private tuition
L t Ramanay aka, D. P. Maha Bodhi College, Colombo
tNadairaja,V. National Christian Acad., Manepay
DeSoyza,J.M. Central College Colombo
tFonseka,V.P. Sri Jinaraja School, Wadduwa
f'Samarakone,K.B. Maha Bodhi College, Colombo
LSalu.Y. New High Class School, Lagos
f tAhlif,J.E. Private tuition
| Davies,J.O. Abeokuta Grammar School
LFoenander,C.O.A. Private tuition
tChandrasekera,R.M.S. Private tuition
tPerera,H.E. Private tuition
SENIOR.
Pass Division.
Secretan,G. du.mu.
Conv.of the Sacred Heart, Belgravia, Johannes burg
Bramwell, A.
Conv. of the Sacred Heart, Potchefstroom
Robinson, B. /. Parktown Convent, Johannesburg
Dickson, G. /.mu. Parktown Convent, Johannesburg
Cook, M. J. s. Government School, Nairobi
Broekhuizen,B. mu. Parktown Conv., Johannesburg
Sparrow, M.A. Government School, Nairobi
Einkamerer,M. du. Parktown Conv., Johannesburg
Mathis, E. /. Parktown Convent, Johannesburg
Tate-Smith,E.C. Government School, Nairobi
JUNIOR.
Pass Division.
Private tuition
Government School, Nairobi
St. Ann’s Conv., Umzinto
Government School, Nairobi
St. Mary’s Coll., Oakford
Mitchell, G.C.
f Evans, P.E. s.
LHudson,I.
Duncan, A. M. al.
Etheridge, I. M. s.
Gabbe,R. du.
Conv. of the Sacred Heart, Potchefstroom
Calafato.E. /. St. Ann’s Conv., Umzinto
Pollock, F. mu.
Conv. of Holy Family, End St., Johannesburg
Aplin.D. du.
Conv.of the Sacred Heart, Belgravia, Johannesburg
Maybery,W.E. St. Mary’s Coll., Oakford
fHugheSjM.
j Con v. of the Sacred Heart, Belgravia, J ohannesburg
| MeInerney,A.
L Conv. of Holy Family, End St., Johannesburg
English, D. a.cd.
Conv. of Holy Family, End St., Johannesburg
' Arenstein,B.
Conv. of the Sacred Heart, Potchefstroom
Solomon, B. du.
Conv of the Sacred Heart, Potchefstroom
Thomas, E.
Conv. of Holy Family, End St., Johannesburg
* Hargreaves, M.M. Government School, Nairobi
Levy.M. St. Ann’s Conv., Umzinto
Woolf, E. Conv.ofHoly Family, EndSt., Johannesburg
“Stephenson, A. E. Government School, Nairobi
Schoclior,F.
Conv. of Holy Trinity, EndSt., Johannesburg
*Duirs,E.R, Government School, Nairobi
Davidson, C. Maris Stella Convent, Durban
GIRLS.
PRELIMINARY.
Honours Division.
James, M. e.a.al. du.mu.
Conv. of the Sacred Heart, Belgravia, Johannesburg
Michel, L. a.al.mu. ParktownConvent, Johannesburg
Richards, N. e.a.cd. f.l. Parktown Conv., Johannesburg
Eisenhoffer,D. al. Parktown Convent, Johannesburg
Forthomme,C. e.alj. ParktownConv., Johannesburg
Jooste,Y. e.al.f.d. Parktown Convent, Johannesburg
Haig,D. e.mu.
Conv. of the Sacred Heart,Belgravia, Johannesburg
f Francis, E.M. al. Private tuition
LVictor,T. a.al. Private tuition
Furmage,M. e.a.al.
Conv. of the Sacred Heart, Potchefstroom
fGiles,E. e.cd.f.d. Loreto Conv. S., Lydenburg
LSeunaryan,A. a.al. Private tuition
PRELIMINARY.
Pass Division.
tRodger,E. mu.
Conv. of Holy Family, End Street, Johannesburg
Klomfass,L. al. Parktown Convent, Johannesburg
Webbstock,D.K. al.
Convent of the Holy Family, Kimberley
fBiemer,D. a.al.d. Government School, Nairobi
l_Williams,L. s.al. Private tuition
fDods,M. al.du. Loreto Convent School, Lydenburg
Hatton, F.H. a.al.
Convent of the Holy Family, Kimberley
Rawstorne,S. e.a.
_ Conv. of the Sacred Heart, Belgravia, Johannesburg
ftGale,L. St. Ann’s Convent, Umzinto
| Mitchell, A.S. a. Private tuition
O’Connor, E.M. al.
Convent of the Holy Family, Kimberley
Vining,J. a. St. Mary’s College, Oakford
fBain.E. a. Private tuition
Ogilvy,M. al.
L Conv. of Holy Family, End Street, Johannesburg
Jacobson, B. a.al.
Conv. of Holy Family, End Street, Johannesburg
('Antoine, A. Private tuition
fCauvin,B. Maris Stella Convent, Durban
Harrison, M.
Convent of the Sacred Heart, Potchefstroom
fBeardwood,E.
Conv. of the Holy Family, Yeoville, Johannesburg
('Donohoe,N. A. al.d.
Convent of the Holy Family, Kimberley
tRouillard,F. Maris Stella Convent, Durban
^Rowe,K. M, al. Conv.of the Holy Family, Kimberley
fKayser,E. a.al.
| Conv. ofthe Holy Family, Yeoville, Johannesburg
| Wallis, M. al.
L Convent of the Saered Heart, Potchefstroom
f t Adams, L. mu. St. Ann’s Convent, Umzinto
| iGoodwin,L. Maris Stella Convent, Durban
LZiegler, B.B. Government School, Nairobi
f Betts, P. mu.
Convent of the Sacred Heart, Potchefstroom
tGreene,E. St. Ann’s Convent, Umzinto
Salmons, J. mu. St. Mary’s College, Oakford
Machell,W. al. Parktown Convent, Johannesburg
tLee,D.
Conv. of the Holy Family, Yeoville, Johannesburg
f Larigaigne,E. Private tuition
| Quin.J.T. Convent of the Holy Family, Kimberley
LSinclair,A. St. Mary’s College, Oakford
('Felix, C. a. Private tuition
LtHowley,B. Maris Stella Convent, Durban
('Marais, M.
Conv. of Holy Family, End Street, Johannesburg
| fMarks,L.M. Maris Stella Convent, Durban
Nathan, J. al.
Conv. of HolyFamily,End Street, Johannesburg
Smeeton,B.L. d.
Convent of the Holy Family, Kimberley
tJohnston,L. St. Ann’s Convent, Umzinto
Layne,K. s. Private tuition
Roberts, F.M.
Convent of the Holy Family, Kimberley
('Burden, A. al. Loreto Convent School, Lydenburg
| Jackson, M.P.
i. Convent of the Holy Family, Kimberley
Evans, M. Maris Stella Convent, Durban
I'GoodmarijP. St. Mary’s College, Oakford
| Jensen, N. al.
L Conv. of HolyFamily, End Street, Johannesburg
'Bennett, A. M.
Convent of the Holy Family, Kimberley
Crawford,M. du.
Conv. of theSacredHeart, Belgravia, Johannesburg
t Farrell, M. K. St. Mary’s College, Oakford
Smart, E. M. al. Government School, Nairobi
Vroom,M.O. s.
Wesleyan Girls’ High School, Cape Coast Castle
Wolfowitz,R.
Conv. of HolyFamily, End Street, Johannesburg
Kayser,A. a.al.
Conv. of the HolyFamily, Yeoville, Johannesburg
'Bance,L. St. Mary’s College, Oakford
Levin, A. /.
Conv. of Holy Family, End Street, Johannesburg
SimmondSjE. al.
Loreto Convent School, Lydenburg
58
THE EDUCATIONAL TIMES.
[May 1, 1917.
GIRLS— PRELIM., Pass Division— continued.
rtJackson,A.L. Maris Stella Convent, Durban
| Jennings, E.
| Conv. of the Holy Family, Yeoville, Johannesburg
| Kneale,I.
| Conv. of theSacred Heart, Belgravia, Johannesburg
| Lane,K.
Convent of the Sacred Heart, Potchefstroom
ItWapenaar.A. St. Mary’s College, Oakford
Loome.P.E. Conv. of the Holy Family, Kimberley
'Paddock, K.
Conv. of the Holy Family, Yeoville, Johannesburg
(.Small, N.
Boettcher, I. G.
('Finlay, C.E.
(.Fraser, V.L.
('Johnstone, M.
| +Murray,J.
j 01umide,F.I.
| Quartey-Papaflo.G.K. al.
| Ramsay, M.L.
Parktown Convent, Johannesburg
Conv. of the Holy Family, Kimberley
Private tuition
Maris Stella Convent, Durban
Parktown Convent, Johannesburg
Maris Stella Convent, Durban
Abeokuta Girls’ School
Grammar School, Accra
Private tuition
tThomas,F.O. Abeokuta Girls’ School
Woolf, O.
Conv. of Holy Family, End Street, Johannesburg
('Amon^B.R. s.
Wesleyan Girls’ High S., Cape Coast Castle
| Gallwey.M. d. Maris Stella Convent, Durban
| Marecheau.C.A. Private tuition
| Moloney, S.
I. Conv. of the Holy Family, Yeoville, Johannesburg
Hack,D. al.
Conv. of Holy Family, End Street, Johannesburg
Joffe,J.
Conv. of the Sacred Heart, Belgravia, Johannesburg
Murphy, N. Maris Stella Convent, Durban
fArenstein, R. Conv. oftheSaeredHeart, Potchefstroom '
t,Cartner,K. Maris Stella Convent, Durban
f'Lipede,B.A. s. Abeokuta Girls’ School
| Williams, D. al.
L Conv. of the Holy Family, Yeoville, Johannesburg
('Manera,I. al.
| Conv. of Holy Family, End Street, Johannesburg
| Thompson, J.
L Conv. of Holy Family, End Street, Johannesburg
Milton, D. a. Maris Stella Convent, Durban
Martens, P. Maris Stella Convent, Durban
Stow,V. Maris Stella Convent, Durban
I'Eberhardt.U.
Convent of the Sacred Heart, Potcliefstroom
Gibson, M.
Conv. of Holy Family, End Street, Johannesburg
Harrison, D.
Conv. of the Holy Family, Yeoville, Johannesburg
Mason, N.
Conv.of the SacredHeart, Belgravia, Johannesburg
Sykes, F. e.
_ Conv.of the SacredHeart, Belgravia, Johannesburg
f Hayford,A.A.
I Wesleyan Girls’ High School, Cape Coast Castle
| Hesse, H.
Wesleyan Girls’ High School, Cape Coast Castle
kStiebel,E. Maris Stella Convent, Durban
Thomson, F. Maris Stella Convent, Durban
LOWER FORMS EXAMINATION.
Alcock,S. Marist Brothers’ College, Johannesburg
Allen, J.O. Ijebu Ode Grammar School, via Lagos
Anderson, J.R. ‘ Wesleyan Boys’ High School, Lagos
Attenhovan,J.E. St. Charles’s College, Maritzburg
Aye,E. Baptist Training College, Accra
Benjamin, E. A. Wesleyan Boys’ High School, Lagos
Bentel.L Marist Brothers’ College, Johannesburg
Betts,E. St. Mary’s College, Oakford
Boshoff, H. F. St. Charles’s College, Maritzburg
Bristow, R, St. Charles’s College, Maritzburg
Buating,A.M. Baptist Training College, Accra
Burton, P. St. Charles’s College, Maritzburg
Busby, E. Marist Brothers’ College, Johannesburg
Busschan.C. Marist Brothers’ College, Johannesburg
Bussehan,L. Marist Brothers’ College, Johannesburg
Callanan,E. St. Joseph’s Academy, Cape Town
Camilleri.R. Marist Brothers’ College, Johannesburg
Chart, H.R. Government School, Nairobi
Clohessy,J.F. St. Joseph’s Academy, Cape Town
Coetzer,F. Marist Brothers’ College, Johannesburg
Cole,J.P.A. Wesleyan Boys’ High School, Lagos
Colman.N. Marist Brothers’ College, Johannesburg
Condon, J. Marist Brothers’ College, Johannesburg
Contat,C. Marist Brothers’ College, Johannesburg
Court, A. Marist Brothers’ College, Johannesburg
Cowie,D.H. Government School, Nairobi
Davidson, K. Government School, Nairobi
Doherty, R.A. Ijebu Ode Grammar School, via Lagos
Duncan, A.R. Government School, Nairobi
Ehmke,E.C. St. Joseph’s Academy, Cape Town
Ellenberger,R. Marist Brothers’ Coll., Johannesburg
Fernando, K.A.E. Sri Jinaraja School, Wadduwa
Fitzroy,J.P. St. Joseph’s Academy, Cape Town
Fowler, H. Marist Brothers’ College, Johannesburg
Fuller, E.H. Government School, Nairobi
Gibb,H. Marist Brothers’ College, Johannesburg
Gilbert, F.W. St. Charles’s College, Maritzburg
Gill,N.F. St. Charles’s College, Maritzburg
Glass, J. Marist Brothers’ College, Johannesburg
Agnew,S. Emilian School, Johannesburg
Akers, M. Conv. of the Sacred Heart, Potcliefstroom
Alexander, Y. Maris Stella Convent, Durban
Allin, B. Maris Stella Convent, Durban
Allnutt,E. Convent of Holy Family, Kimberley
Allsop,G.
Convent of Holy Family, Yeoville, Johannesburg
Anderson, M.M. Conv. of Holy Family, Kimberley
Archer, D. Maris Stella Convent, Durban
Bardone,M. St. Ann’s Convent, Umzinto
Belman,R. Maris Stella Convent, Durban
Bender, I. Loreto Convent School, Lydenburg
Bernstein, B.
Conv. of Holy Family, End Street, Johannesburg
Blych.E. St. Ann’s Convent, Umzinto
Bohlman.A. St. Mary’s College, Oakford
Boulle.E. St. Mary’s College, Oakford
Boulle.M. St. Mary's College, Oakford
Bowman, E. Maris Stella Convent, Durban
Bradford, M. Parktown Convent, Johannesburg
Brown, P. Conv. of the Sacred Heart, Potcliefstroom
Calder.D. Maris Stella Convent, Durban
Clarke, M.I. Conv. of Holy Family, Kimberley
Cockran.B.C.H. Grenada High School
Cohen, B.
Conv. of Holy Family, End Street, Johannesburg
Cohen, T. Conv.of HolyFamily, Yeoville.Johannesburg
Cummings, E. Grenada High School
Deare.C. St. Mary’s College, Oakford
De Beer, I. Loreto Conv. School, Lydenburg
Doig.W. Conv. of Holy Family, End St., Johannesburg
Dold,Y.A. Conv. of Holy Family, Kimberley
Dyas.M. Conv.of HolyFamily, Yeoville, Johannesburg
Ebert, P. St. Mary’s College, Oakford
Eddy.E.E. Convent of Holy Family, Kimberley
Edgar, O. Loreto Convent School, Lydenburg
Farquharson,I. St. Mary’s College, Oakford
Fordred.K.
Conv. of Holy Family, End Street, Johannesburg
BOYS.
Goller, B. Marist Brothers’ College, Johannesburg
Greenberg, J. Marist Brothers’ College, Johannesburg
Harris, S.E. St. Charles's College Maritzburg
Hellyer,A. Marist Brothers’ College, Johannesburg
Higgs, H.M. St. Joseph’s Academy, Cape Town
Hodgson, G. Marist Brothers’ College, Johannesburg
Hoffmann, E.K. Emilian School, Johannesburg
Horn,J. St. Mary’s College, Oakford
Hortop,W. Marist Brothers’ College, Johannesburg
Jacobs, A. Marist Brothers’ College, Johannesburg
Jager,D. Marist Brothers’ College, Johannesburg
Jones, A.D. Government School, Nairobi
Jourdan,A. Marist Brothers’ College, Johannesburg
Kantor,W. Marist Brothers’ College, Johannesburg
Karunasekere,L.S. Sri Jinaraja School, Wadduwa
Kilroe,A.J. St. Charles’s College, Maritzburg
Kufeji,S.O. Wesleyan Boys’ High School, Lagos
Kunnu,I.W.F. Wesleyan Boys’ High School, Lagos
Lane, J. A. Central School, Colombo
Laurens, E. St. Charles’s College, Maritzburg
Lawrance,H.W. St. Charles’s College, Maritzburg
Lawrie,C.A. St. Charles’s College, Maritzburg
Leithbridge,B.E.B. Private tuition
Lewsen.S. Marist Brothers’ College, Johannesburg
Levin, P. Marist Brothers’ College, Johannesburg
Lucas,W.M.G. Grenada High School
Luyckx,L- St. Joseph’s Academy, Cape Town
Macaulay, C.G. Wesleyan Boys’ High School, Lagos
Madden, G. Marist Brothers’ College, Johannesburg
Marks, H. St. Mary’s College, Oakford
Matern,K. Marist Brothers’ College, Johannesburg
McClean,D.M. St. Charles’s College, Maritzburg
McCormack, J. Marist Brothers’ Coll., Johannesburg
McMahon, P. J. St. Charles’s College, Maritzburg
Morgan, D. Loreto Convent School, Lydenburg
Mould, F.J. Wesleyan Boys’ High School, Lagos
Muller, A. Marist Brothers’ College, Johannesburg
Ojuri, J.A. Ijebu Ode Grammar School, via Lagos
O’Meara, J.V. St. Joseph’s Academy, Cape Town
GIRLS.
Freedman, K. Parktown Convent, Johannesburg !
Gauntlett,E.
Conv. of Holy Family, Yeoville, Johannesburg
Goller, M.
Conv. of Holy Family, End Street, Johannesburg
Grice, D.E. Government School, Nairobi j
Hancock, E.
Conv. of Holy Family, Yeoville, Johannesburg j
Harding, B. Conv. of Holy Family, Kimberley
Hardy, M.
Conv. of the Sacred Heart, Potchefstroom j
Harrison, J. Conv.of the Sacred Heart, Potchefstroom j
Heiligenstein,H. Parktown Conv., Johannesburg |
Hendry, P. A. Conv. of Holy Family, Kimberley j
Herbert, M. St. Mary’s College, Oakford |
Herschowitz,M. Parktown Convent, Johannesburg i
Hogan, B. Conv. of the Sacred Heart, Potchefstroom i
Hoyle, M. Maris Stella Convent, Durban |
Hudson, C. St. Ann’s Convent, Umzinto !
Ivey,G. St. Mary’s College, Oakford
Jack,C. St. Ann’s Convent, Umzinto
Jackson, L. Conv. of the Sacred Heart, Potchefstroom
Jensen, K. Con v.ofHolyFamily,EndSt., Johannesburg
Johnston, C.
Convent of Holy Family, End Street, Johannesburg
Kalkwarf,R.
Convent of Holy Family, End Street, Johannesburg
Kennedy, K.
Convent of Holy Family, End Street, Johannesburg
Keywortli.G. Loreto Convent School, Lydenburg
Levy.B. st. Ann’s Convent, Umzinto
Lowden,D. St. Mary’s College, Oakford
Malcolm, M. st. Mary’s College, Oakford
Markin-M. St. Ann’s Convent, Umzinto
Mark. s.E. Maris Stella Convent, Durban
Marriott, P. Maris Stella Convent, Durban
Mastoraks,I.
Convent of Holy Family, Yeoville, Johannesburg
Maton.D. Parktown Convent, Johannesburg
Palmer, E.B. St. Charles’s College, Maritzburg
Pascoe,N.W. St. Charles’s College, Maritzburg
Peattie.J. St. Charles’s College, Maritzburg
PeiriSjT.Y. Sri Jinaraja School, Wadduwa
Perera,A.H. Sri Jinaraja School, Wadduwa
Perera,B.T. Sri Jinaraja School, Wadduwa
Perera,I.A. Sri Jinaraja School, Wadduwa
Perera,I.S. Sri Jinaraja School, Wadduwa
Perera, J.A. Private tuition
Perera,K.P. Sri Jinaraja School, Wadduwa
Perera, K.S.L. Sri Jinaraja School, Wadduwa
Perera, M.J. Sri Jinaraja School, Wadduwa
Pinto, L. Abeokuta Grammar School
Power.E.O. St. Charles’s College, Maritzburg
Roberts, G.C. St. Charles’s College, Maritzburg
Romaic, S. St. Charles’s College, Maritzburg
Rose,F.A. St. Joseph’s Academy, Cape Town
Rosmarin,M. Marist Brothers’ College, Johannesburg
Rowe,J. Loreto Convent School, Lydenburg
Rubern,T.M. Sri Jinaraja School, Wadduwa
Samarasekere,W.P. Sri Jinaraja School, Wadduwa
Seelanatlia,K.S. Private tuition
Shelton, L. Government School, Nairobi
Short, R. Marist Brothers’ College, Johannesburg
Shyngle,C.B. Wesleyan Boys’ High School, Lagos
Skinner, S. Marist Brothers’ College, Johannesburg
Smith, F.J. St. Charles’s College, Maritzburg
Smyth, J. St. Mary’s College, Oakford
Soyoye,S.S. Abeokuta Grammar School
Tarlton,A.F. Government School, Nairobi
Tliabrew,M.S. Maha Bodhi College, Colombo
Thornton, P. A. St. Joseph’s Academy, Cape Town
Tilley, C.S. St. Charles’s College, Maritzburg
Usher, G.E. St. Charles’s College, Maritzburg
Vieyra,S. Marist Brothers’ College, Johannesburg
Walker, G. Marist Brothers’ College, Johannesburg
Wallach.S. Marist Brothers’ College, Johannesburg
Walsh, T. Marist Brothers’ College, Johannesburg
McDonald, E. Loreto Convent School, Lydenburg
McDougall,E.P. St. Mary’s College, Oakford
McGibbon,J. St. Mary’s College, Oakford
Minnaar,E. St. Mary’s College, Oakford
Nathan, D.
Convent of Holy Family, End Street, Johannesburg
Noonan, L. Parktown Convent, Johannesburg
O’Connor, H. Convent of Holy Family, Kimberley
Offord,Iv. Maris Stella Convent, Durban
Pack,M. St. Mary’s College, Oakford
Poll,L. St. Mary’s College, Oakford
Powell, K. Maris Stella Convent, Durban
Rade,J. St. Ann’s Convent, Umzinto
Renshaw,A. St. Ann's Convent, Umzinto
Richardson, N. Parktown Convent, Johannesburg
Rishton,I. St. Ann's Convent, Umzinto
Robb,D. Conv.of Holy Family, End St., Johannesburg
Salmons, D. St. Mary’s College, Oakford
Scochor,R.
Conveut of Holy Family, End Street, Johannesburg
Simms, I. Maris Stella Convent, Durban
Stedall,M. Maris Stella Convent, Durban
Stone, I. Maris Stella Convent, Durban
Stuppel, A. Parktown Convent, Johannesburg
Sykes, K.
Conv. of the Sacred Heart, Belgravia, Johannesburg
Thompson, W. Conv. of theSacred Heart, Potchefstroom
T-Smith,J.
Convent of Holy Family, Yeoville, Johannesburg
Tysack,J. Maris Stella Convent, Durban
Underwood, K. Convent of Holy Family, Kimberley
Urbach, S. St. Mary’s College, Oakford
VanReenan,E.M. Conv. of Holy Family, Kimberley
Venter, P.J. Convent of Holy Family, Kimberley
Webbstock,G.E. Convent of Holy Family, Kimberley
Welfore,M. Maris Stella Convent, Durban
Williamson, J. Maris Stella Convent, Durban
Wright,!. Maris Stella Convent, Durban
May 1, 1917.]
THE EDUCATIONAL TIMES.
59
THE COLLEGE OF PRECEPTORS.
MEETINGS OF COUNCIL.
A meeting of the Council was held at the College of Pre¬
ceptors, Bloomsbury Square, W.C., on the 28th of February,
1917. Present : Mr. R. F. Charles, Vice-President, in the chair ;
Prof. Adams, Mr. Barlet, the Rev. J. O. Bevan, Mr. Brown,
Mr. Butler, Mr. F. Charles, Miss Dawes, Mr. Eagles, Mrs.
Felkin, Miss Frodsham, Miss Lawford, the Rev. R. Lee, Mr.
Longsdon, Mr. Morgan, Mr. Ritchie, Mr. Rushbrooke, the
Rev. C. J. Smith, Mr. Starbuck, Mr. Thornton, Mr. Vincent,
Mr. Whitbread, Mr. White, and Mr. Wilson.
Diplomas were awarded to the successful candidates at the
last Christmas Examination (for list see page 54). The
Diploma of Associate was granted to John Sidney Hawkes,
who had completed his qualification at a previous examina¬
tion.
Mr. R. F. Charles was appointed to attend as the represent¬
ative of the College the Conference at the Board of Education
on the 15th of March, for the purpose of considering a request
by the War Office that the Committee of the British Prisoners
of War Book Scheme should arrange with examining bodies in
this country for the acceptance of the Records of Study of
British Prisoners of War in enemy or neutral countries as
part of a course of study or even of an examination.
The following persons were elected members of the Col¬
lege :
Miss K. Browne, A.C.P., 23 Charlotte Street, Ballymoney, co.
Antrim.
Miss E. A. Bull, Trevelyan, Hayward’s Heath.
Mr. C. V. Coates, M.A. Camh., 93 Lechfield Grove, Church
End, Finchley, N.
The following books had been presented to the College
since the last meeting of the Council : —
By John Murray. — Thomson’s Study of Animal Life.
By the Oxford University Press.— Forbes’s Second Russian Book ;
Herbertson’s Preliminary Geography ; Holmes’s Caesar’s Campaigns in Britain ;
Lamborn’s Rudiments of Criticism ; Robeson’s Historical Passages for Precis
Writing ; Scott’s Short History of Australia.
By Rivingtons. — Borchardt’s Revision Papers in Arithmetic.
By W. Rice, Jun. — The Journal of Education, 1916.
Calendar of the Pharmaceutical Society of Great Britain.
A meeting of the Council was held at the College of Pre¬
ceptors, Bloomsbury Square, W.C., on the 31st of March,
1917. Present: Sir Philip Magnus, President, in the chair ;
Prof. Adams, Dr. Armitage- Smith, Mr. Bain, Mr. Barlet,
Mr. R. F. Charles, Mr. Cholmeley, Miss Crookshank, Miss
Dawes, Mr. Eagles, Mrs. Felkin, Mr. Hawe, Mr. Maxwell,
Mr. Millar Inglis, Mr. Pendlebury, Mr. Ritchie, Mr. Roscoe,
Mr. Rushbrooke, Mr. Starbuck, Mr. Thornton, Mr. Vincent,
Mr. Whitbread, and Mr. White.
The Secretary reported that the total number of entries for
the approaching Newfoundland Examination was 4,200.
He submitted a letter from a member of the College draw¬
ing attention to the hardships to which schools situated on
the East Coast were subjected through the War, and sug¬
gesting that schools more fortunately situated might render
assistance.
The Rev. J. O. Bevan, Mrs. Felkin, Mr. A. Millar Inglis,
and Mr. W. G. Rushbrooke were appointed the representa¬
tives of the College to attend the meetings of the Imperial
Union of Teachers in July 1917.
The following persons were elected members of the Col¬
lege:—
Mr. J. S. Hawkes, B.A. Loud., A.C.P., H.M.M.S. “ Gal-
linule. ’ ’
Captain H. J. P. McAllen, A.C.P., 98 Herbert Road, Plum-
stead, S.E. 18.
A grant of £10 from the College Benevolent Fund was
made to the widow of a former life member of the College.
A contribution of £5 was made towards the funds of the
Federal Council of Secondary School Associations.
The following books had been presented to the College
since the last Meeting of the Council : —
By the Teachers Registration Council.— Official List of Registered
Teachers, 1917.
By Methuen & Co.— Oxenham’s The Vision Splendid.
By the University Tutorial Press.— The University Correspondent
1916 ; Finch and Gardiner’s Hugo's Hernani.
WOLF CUBS.
The eagerness and intelligence with which the modern
small boy takes up any new activities or studies that appeal
to him gives promise of his ultimately being the man we want
for our future citizens, if he is properly encouraged. Our
present standard of efficiency is not high enough to ensure
our existence as a first-class nation in the competition which
lies before us in the twenty years following on the War. So
far the youngster between eight and eleven has not been taken
very seriously, but there is no doubt that in this stage of his
psychology his character can most easily be moulded were it
only taken in hand as it should be.
In the Wolf Cub Movement, which is the junior branch of
the Boy Scouts, the attempt is made to provide a means to
this end, of which parents and teachers have not been slow to
avail themselves. The small boys are organized in companies
known as “ Packs.” These consist of anything from a dozen
to fifty boys, or more, and are divided again into groups of
six, under boy leaders. The Packs are organized by men (or
more often women), whose aim is not so much to be the officer
as the big brother or sister, ready to play with the “ little
brother ” — sympathize with him, teach him all sorts of fascin¬
ating hobbies and accomplishments. The Cubmaster — or, as
the Cubs call him, the “ Old Wolf ” — without either preaching
or acting schoolmaster, finds himself able to wield a tremen¬
dous influence over the small boys. The youngster is, at this
age, eager to imitate somebody or something ; to pick up tips
from anybody and everybody ; to do something, and “ pre¬
tend ” at something, and make something. But as to whether
his pattern is good or bad, the “ tips ” clean and wholesome or
not, the occupations useful or merely mischievous, he is, per¬
haps, not over particular. In the Wolf Cub Pack he finds a
big brother whose chief aim is to raise the boy’s ideals to a
high level ; to develop his character along straight and healthy
lines ; to teach him to interest and amuse himself, and at the
same time serve 'his fellow men.
But how does this busy man, with just an occasional free
evening and Saturday afternoon, manage to keep some forty
little boys at the highest pitch of enthusiasm, not merely over
games, but over becoming useful and efficient citizens and
loyal subjects of God and the King? He does it by following
out a certain scheme of training and by expounding a certain
set of ideals. This training is the Scout training (modified to
suit the younger boys). These ideals are the Scout ideals.
At the evening meetings and the Saturday afternoon parades
there is a definite course of instruction and games to be followed
out, with simple tests to be passed in various grades, and stars
and badges to be gained. The ideals do not consist in what
the boys would term “pie talk”; they are summed up in a
few straight and simple ideas concerning the boys’ honour
and chivalry and trustworthiness, his duty to his God and his
King and to those in authority. When the Cub understands
the solemnity of a promise and the responsibility of member¬
ship in a brotherhood, he makes the following promise, in the
presence of the Pack : —
“ I promise to do my best to be loyal to God, the King, and
the Law of the Wolf Cub Pack; and to do a good turn to
somebody every day.”
The Cub motto is “ Do your Best.” There are already in
Great Britain many thousands of bare-kneed youngsters, clad
in green jerseys and coloured neckerchiefs, all “doing their
best.” Daily their ranks are being swelled with eager re¬
cruits. Scarcely a day passes without letters being received
at Head Quarters from boys wanting to be Wolf Cubs. But
half of these little chaps have to be disappointed, and their
enthusiasm nipped in the bud, as no officer is forthcoming in
the district. If any one would like to know details of our
work, I shall be delighted to hear from him. The Wolf Cub
system has been equally successful in the country and in the
city : in schools and out of them.
As an additional step we have issued for these boys a news¬
paper of their own — The Wolf Cub — such as will, we hope,
appeal to them through its attractive yarns, &c., and will at
the same time provide them with clean and wholesome matter
that will tend to develop their minds and lead them to stu4y
for themselves.
Robert Baden-Powell.
60
THE EDUCATIONAL TIMES.
[May 1, 1917.
J. M. DENT & SONS, LTD.
FOR EVENING SCHOOLS.
A Rapid French Course. By
vocabulary, with many dialogues, and is well illustrate .
By WALTER RIPPMANN, M.A.
First Steps in French. Crown 8vo, Cloth, 2s.
An alternative to “ Dent’s First French Book,” containing
many new and improved features, and based upon Four
Sew Wall Pictures (price 4s. net). The first part of
the book is also issued separately m Phonetic! ran-
scriotion (price 6d. net), and a Teacher s Handbook, The
Eariy Teaching of French, is also published (price
Is. 6d. net).
Further Steps in French. Crown 8vo, Cloth, 2s.
Premiere Grammaire Francaise. By
H. E. Berthon, M.A., Taylorian Lecturer in French m the
University of Oxford. Fcap. 8vo. Cloth. 2s.
First Exercises in French Grammar,
Further Exercises in French Grammar.
By Miss F. M. S. Batchelor. Each Is. 4d.
These books are intended for use with “ Premiere Grammaire Franpaise.”
A French Notebook. By C. E. Hodges, M.A.
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arranged for use in connexion with Berthon s Premiere Grammaire
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La France. By G. Guibillon, Professeur au Lycee
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An attractive series of pen pictures, with many drawings, of the varied
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valuable information presented in a scholarly form.
French Songs. With Airs and Tonic Sol-fa. Com¬
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Bailey, M.A. Crown 8vo. 512 pages. 2s. 6d.
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and Engineering Side, Clifton College. 4s. Also Part I, 2s. 6d.
Part II, 2s.
Dynamics. Part I. By R. C. Fawdry, M.A., B.Sc. 3s.
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Mathematical Master, Robert Gordon’s College, Aberdeen, and Lecturer
at Aberdeen Technical College. Is. net : with Answers, Is. 4d. net.
Latest Textbooks by Prof. Smith.
Introduction to Inorganic Chemistry. By Alexander Smith,
B.Sc. Edin.,Ph.D., F.R.S.E., Professor of Chemistry and Head of the
Department of Chemistry in Columbia University. 8vo. 35th Thousand.
7s. 6d. net.
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New Edition, entirely rewritten and reset. 6s. 6d. net.
A Laboratory Outline of General Chemistry. By Prof. Alex.
Smith. Fourth Edition. 47th Thousand. Revised in collaboration with
William J. Hale. Crown 8vo. 2s. 6d.
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Adapted by H. A. Wootton, M.A., B.Sc., Senior Science Master, West¬
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This new textbook, intended mainly for use in Public and Secondary
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A Laboratory Outline of Elementary Chemistry. By Prof.
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YORK HOUSE, PORTUGAL ST., LONDON, W.C.2.
May 1, 1917.]
THE EDUCATIONAL TIMES
61
SUITABLE BOOKS PUBLISHED BY THE
XHmY>et*sit\> tutorial press
FOR THE
CERTIFICATE AND LOWER FORM
EXAMINATIONS, 1918.
S. denotes the Senior Examination, J. the Junior, P. the Preliminary ,
L.F. Lower Forms.
Scripture tristorg.
(S., J.) Acts of the Apostles (Part II, Ch. 13-28).
Edited, with Introduction, Notes, and Maps, by Rev. W. H.
Flecker, D.C.L., M.A., Head Master of Dean Close School,
Cheltenham. Is. 6d.
(S., J.) Gospel of St. Matthew. Edited, with Intro¬
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Rev. J. W. Shuker, M.A. Is. 6d.
(P., L.F.) Gospel of St. Matthew. (Preliminary Edi¬
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Walker, M.A. Is.
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(J.) Dickens. — A Tale of Two Cities. By A. R.
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(P., L.F.) Macaulay.— Horatius, Lake Regillus, The
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Wycombe.
SURSUM CORDA.
TO MY FELLOW TEACHERS.
We are now in the third year of a war unprecedented in its
demands upon the endurance, the courage, and the devotion
of our people. But our end is not yet accomplished, and the
great cause which inspires the national effort is about to make
still further demands upon us. We believe that we are now
approaching the decisive hour of the War, and though this
means more sacrifice it means also sacrifice tempered by con¬
fidence and vision of an end which is not remote.
Under arrangements made between the Army Council and
the Board of Education it has hitherto been possible to reserve
for the service of the schools a certain number of men teachers
of military age. The enemy have now brought the whole
population of the German Empire under a scheme of National
Service, and have impressed the inhabitants of occupied terri¬
tory for forced labour. In order to do our part in countering
his efforts and to secure at once the fullest measure of man
power which, in expert opinion, is required to bring the War
to a successful conclusion, we now have to give up more of the
men remaining in our educational reserve. I am fully alive
to the effect of this withdrawal on educational organization,
and I do not blind myself to the fact that, for the time being,
the school life of the country will suffer ; but the call of the
nation at this critical moment of its history cannot be denied,
and I know that the teaching profession will meet this call in
the spirit in which it has responded to eveny other call of duty
since the beginning of the War.
In no age of our history has the character of the British
people displayed itself to such advantage as in the present
struggle. The Napoleonic Wars gave evidence of the tenacity
and courage of our aristocracy and of that comparatively small
proportion of the population which was then dedicated to the
service of arms ; but the land was full of division, of bitter¬
ness, and of misery ; the voice of Party spirit was never silent,
so that the impartial student, comparing the annals of those
times with the story of our country during the present War,
must feel how great has been the improvement in public mag¬
nanimity, in civic cohesion, and in that living and educated
sense of ethical issues which is the governing condition of
human progress.
In this War which, in a degree far higher than any war
known to history, has enlisted the total energy of the nation,
the teaching profession has borne an honourable part. When
02
THE EDUCATIONAL TIMES.
[May 1, 1917.
war broke out the teachers did not hesitate to volunteer. Our
returns last October showed that some 19,000 teachers from
State-aided elementary and secondary schools had joined the
colours, and of these many had laid down their lives or had
been so gravely incapacitated by wounds or disease as to be
unable to resume their former occupation. Those who re¬
mained behind have cheerfully grappled with the problems
caused by depleted school staffs and the occupation of school
buildings for military purposes, and wherever any form of
suitable civic service has offered itself they have stepped for¬
ward to undertake it. In the schools themselves they have
been active in spreading abroad among the young those ele¬
mentary notions of simple duty and self-sacrifice, the better
appreciation of which often grows out of great public calami¬
ties.
Hut every sound system of education assumes as its funda¬
mental principle that society is organized for peace, and that
in the cultivation of the arts of peace man obtains his highest
development. It is not premature that we. teachers should
fix our eyes mainly on the greater future which lies beyond
the end of the War. The proclamation of peace and victory
in the field will summon us, not to complacent repose, but to
greater efforts for a more enduring victory. The future wel¬
fare of the nation depends upon its schools. This is a truism,
but it is a truism upon which it is wise to insist. Schools
depend on teachers, and this means two things. First of all
vve must secure the teachers, and in this connexion we cannot
disregard the many new forms of attractive activity which
modern life is unfolding on every side. I regard the estab¬
lishment on a sound basis of an efficient and devoted corps of
teachers as a public necessity, less obvious, perhaps, but no
less imperious than the maintenance of the Fighting Forces
of the Crown. Secondly, the teachers must give of their best.
Never will the effort of teachers be more needed than in the
period of reconstruction which will ensue upon this War. I
do not doubt that you will meet this need in a spirit which
leaves no room for the perfunctory or niggardly performance
ol duty. Those who have borne the burden of these troublous
times at home will join in the great work of education with
their comrades who return from the field, having learnt once
more the lesson that no experience in life is alien to him who
aspires to teach.
I he War has confirmed the conviction that the moral and
material strength of the realm is founded upon qualities of
character and intelligence which education forms and culti¬
vates. I lie national system of education has indeed proved
its worth in the War, but the future welfare and security of
the Empire require that its influence should be deepened and
widened.
I know that for this task the united efforts of many men and
women, and of many agencies, both official and voluntary, are
needed. The Board of Education, the Local Education Auth¬
orities and their officers, the Universities, the governors and
managers of schools, must all do their part, endeavouring to
enlist the sympathy and support of the parents and the active
interest of industry and commerce. But I speak now as a
teacher to teachers. The career of a teacher is an honourable
and liberal profession ; at its highest it is a vocation — a voca¬
tion which in every age has claimed the cheerful dedication of
many noble lives. Let us rise to the height of our calling.
Sursum Corda. H. A. L. Fisher.
-Hoard ot Education,
February 19, 1917.
SIMPLIFIED SPELLING*
Ihe Simplified Spelling Society has for the past eigh
years urged the importance of a reform of the Englisl
spelling. Two years ago it was decided to promote a petitioi
tor a Royal Commission to deal with this subject, but, te
establishing the Reconstruction Committee, the Governmen
ms provided other means of considering suggestions fo
reform, and this Society claims that the reform of Englisl
.* A lett7 ^dressed to the Secretary of the Reconstruction Com
mittee and signed by Gilbert Murray, William Archer, and Waite
Kippmann.
spelling is eminently one that merits the practical considera¬
tion of the Committee.
If we adopted a rational spelling — that is, a reasonably
consistent representation of good spoken English — (l) we
should save at least a year in the education time of our
children — a year that is much needed for the teaching of
intrinsically valuable subjects ; (2) we should be able to
teach this essential subject in a reasonable and educative
way, which would not necessitate the memorizing of incon¬
sistently spelled words nor inculcate wrong ideas ; (3) we
should secure clearer, better speech, for good speech would
be the best preparation for correct spelling, and the spelling
would be a constant reminder of good speech ; (I) the speech
training involved would facilitate the acquisition of foreign
languages ; (5) the difficult work of teaching defective chil¬
dren would be appreciably lightened.
It is particularly in the elementary schools that the grave
drawbacks of the present spelling are felt, and teachers in
these schools are eager for the reform. There is reason to
believe that the rapid acquisition of the spelling by Italian
children is due not to superior skill on the part of the
teachers or to superior intelligence on the part of the chil¬
dren, but rather to the rational character of the Italian
spelling.
The advantages to be derived from adopting a rational
spelling would, however, not be confined to our own children.
Many of our fellow-subjects are of alien race, and it is of
great importance that they should learn our language. The
task of bringing education to India, for instance, is much
complicated by the difficulties presented by our spelling,
which are all the greater for those who do not start wfith
a knowledge of the spoken language. The movement for
spelling reform has received support from all parts of the
Empire where English is taught as a foreign language.
That English should be known to every member of the
Empire is a justifiable ambition, and we may also look for¬
ward to its increasing use in the rest of the world. There is
evidence to show that the desire to study English is becoming
more common in almost all foreign countries. Its com¬
mercial value and the richness of its literature, together with
the simplicity of its grammar, explain its popularity, which,
as all teachers abroad are agreed, would be vastly increased
if the spelling gave real guidance to the pronunciation instead
of presenting countless irregularities that have no relation to
the spoken language. At a recent educational conference
Lord Bryce said : “ If English were simplified it would in a
generation become the language of commerce all over the
East, with enormous benefit to British trade.”
The above considerations have convinced the members of
the Simplified Spelling Society and many others who have
signed the petition that, to quote a resolution passed at the
last Imperial Educational Conference, “ the simplification of
English spelling is a matter of urgent importance in all parts
of the Empire, calling for such practical steps in every
country as may appear most conducive to the ultimate end
in view— the creation, in connexion with the subject, of an
enlightened public opinion and the direction of it to the
maintenance, in its purity and simplicity among all English-
speaking people, of the common English tongue.” If this
was true before the War, we submit that the arguments for an
inquiry into the question of spelling reform have now gained
in force and urgency.
The Simplified Spelling Society invites the Reconstruction
Committee fully to consider this important reform, and the
Society will gladly place at the disposal of the Committee
evidence as to the progress which the movement has made in
the Empire and in the United States of America.
Research Scholarships for Women. — Two scholarships of £75
each are offered by The Common Cause (the organ of the National
Union of Women’s Suffrage Societies), to women who wish to qualify
for positions as industrial chemists. Preference will be given to stu¬
dents willing to study at the Imperial College of Science and Tech¬
nology, South Kensington, or the School of Technology, Manchester.
Applicants, who must have a Science degree or its equivalent, should
send in their names to the Scholarship Secretary, The Common Cause,
14 Great Smith Street, London, S.W. 1, giving full particulars of
their qualifications and of the course of research which they wish
to pursue.
May 1, 1917.]
THE EDUCATIONAL TIMES.
63
THE COLLEGE OF PRECEPTORS.
HALF-YEARLY GENERAL MEETING.
The Ordinary Half-yearly General Meeting of the members
of the Corporation was held at the College of Preceptors,
Bloomsbury Square, W.C., on Saturday, March 31st.
Sir Philip Magnus was appointed Chairman.
The minutes of the last meeting were confirmed.
The Chairman having appointed Mr. Walters and Mr.
Whitbread to act as Scrutators, the meeting elected twelve
members of the Council and three Auditors as follows : —
As Members op Council.
Itev. F. W. Aveling, M.A., B.Sc., Glen Turk, Wimbledon Park
Road South, Wimbledon, S.W. 19.
A. W. Bain, B.A., B.Sc., F.I.C., Fairlight, Muswell Rise,
Muswell Hill, N. 10.
J. L. Butler, B.A., The Douglas School, Yittoria Walk,
‘ Cheltenham.
E. M. Eagles, M.A., The Grammar School, Enfield.
Mrs. Felkin, 119 Grosvenor Road, STY. 1 .
Rev. R. Lee, M.A., Ealing Common, W.5.
Sir Philip Magnus, M.P., 16 Gloucester Terrace, W.2.
C. Pendlebury, M.A., Arlington House, Brandenburgh Road,
Gunnersbury, W.6.
W. G. Rushbrooke, LL.M., B.A., 13 Cathcart Hill, 1ST. 7.
A. P. Starbuck, B.A., St. John’s College, Green Lanes, N.
Rev. Canon Swallow, M.A. , The Mall House, Waristead, Essex.
W. Vincent, Loughton School, Loughton, Essex.
As Auditors.
H. Chettle, M.A., 76 Ridge Road Hornsey, 1ST. 8.
A. E. C. Dickinson, M.A., LL.D.* L.C.P., Grove House,
Highgate, N.6.
J. Blake Harrold, F.C.R.A., A.C.I.S., 61 Streatham Hill, S.W.16.
The Report of the Council was laid before the Meeting, and
was taken as read, a copy having been previously sent to every
member of the College. It was as follows : — •
Report op the Council.
The Council beg leave to lay before the members of the College
the following Report of their proceedings since the issue of their last
Report : —
1. A Course of Twelve Lectures to Teachers on ‘ ‘ Aspects of School
Practice ” has been delivered by Prof. John Adams, and a Course of
Twelve Lectures on “The Essentials of Educational Psychology”
was begun on February 10. The Council hope to be able shortly to
arrange, in connexion with these lectures, for the adoption of a scheme
of training.
2. The Christmas Examination of Teachers for the College Diplomas
began on the 1st of January and ended on the 6th. It was attended
by 116 candidates — 2 for the Fellowship, 26 for the Licentiateship,
and 88 for the Associatesbip. Since the issue of the last Report the
Diploma of Licentiate has been conferred on 21 candidates, and that
of Associate on 61, who had satisfied the prescribed conditions. The
Council have decided to discontinue the Summer Diploma Examina¬
tion. A Practical Examination for Certificates of Ability to Teach
■was held in October ; two candidates were examined.
3. (a) The Christmas Certificate and Lower Forms Examinations
were held on the 4th-9th December, and were attended by 3,689 can¬
didates.
( b ) For the Professional Preliminary Examination, which is to be
held on the 6th, 7th, and 8th March, the number of entries is 260.
4. The Council have instituted an Examination for Certificates of
Proficiency in Commercial subjects. The first Examination will be
held in December 1917.
5. Since the issue of the last Report seven members have been
elected, and six have withdrawn from membership. The Council
regret to have to report the death of the following members : — Mr.
W. N. Barker, Miss F. E. Bull, Mr. C. Clough, Rev. C. W. Ganly,
Miss P. C. Hehl, Lieut. J. A. Monkhouse, L.C P., Mr. D. Murray,
Mr. G. A. Reinicke, Mr. J. R. Sisling, and Mr. G. Tweedy, L.C.P.
6. At a meeting of members of the College, held on the 11th Octo¬
ber, Mr. Norman MacMunn delivered a lecture on “ The New Disci¬
pline.” A joint meeting of the Private Schools Section of the College
and the Private Schools Association was held at the College on the
1st of March, to consider “ The Orders of the Food Controller as they
affect Boarding Schools.”
7. (a) Representatives of the Council have taken part in the work
of the Teachers Registration Council, the Federal Council of Secondary
School Associations, the Teachers’ Training Committee, the Joint
Scholarships Board, the Committee of the Conference of Educational
Associations, the Secondary School Teachers’ War Relief Associa¬
tion, the League of the Empire, the Joint Scholastic Agency, and the
Joint Agency for Women Teachers.
( b ) Teachers Registration Council. — The Teachers Registration Coun¬
cil issued, on the 16th February, the first Official List of Registered
Teachers, which contains in alphabetical order the names of 17,628
teachers who have been admitted to the Register. It is expected
that the List will be brought up to date and published at regular in¬
tervals.
The Registration Council has also devoted much attention to the
position brought about by the suspension of the proposals contained
in the Board of Education Circular 849. An effort is being made to
carry out such of the proposals as are possible during the continuance
of the War, and in particular to institute an Advisory Committee or
School Examinations Council which shall be able to advise the Board
of Education on the hest method of bringing about some reduction in
the present diversity of examination standards without necessarily
abolishing existing examinations.
The Council has recently issued a statement in support of a sub¬
stantial improvement in the conditions of teaching, especially in
regard to salaries, pensions, and retiring allowances, and has
approached the Director-General of National Service with a sugges¬
tion that teachers who are unfit for Military Service should be per¬
mitted to remain in the schools and not be withdrawn for other work,
since teaching is a most important form of National Service.
The Council is now engaged in drafting a short statement con¬
cerning Reconstruction in Education, and this will be issued in due
course.
(c) Federal Council. — The College of Preceptors was represented at
the forty-first meeting of the Federal Council of Secondary School
Associations, on Wednesday, November 29th, held at the University
of London Club. The question of War Bonuses was discussed at
considerable length, and the following resolutions, among others,
were passed : —
(I) That this Council considers it desirable and necessary that
War Bonuses should he granted to Secondary School
Teachers.
(II) That the above Resolution be communicated to the Execu¬
tives of the several Bodies represented on the Federal
Council, and that their consent be requested to the
approaching by the Federal Council of the Board of
Education with a view to pressing for a Special Grant
from the Treasury to meet this urgent need.
( d ) League of the Empire.- — During the last six months the energies
of the League of the Empire have been mainly concerned with War
work. The League’s depot at 28 Buckingham Gate has now sent out
nearly three quarters of a million gifts to the hospitals, prisoners of
war, to men in the trenches, and those in distress through the War.
Gifts of colours and shields have been made to the Overseas contin¬
gents, Queen Alexandra and other members of the Royal Family having
made the presentations. Souvenirs consisting of a specially bound
volume of Shakespeare are being given to all soldiers disabled in the
present War. Two general presentations have taken place, one at
St. Dunstan’s, where H.R.H. Princess Louise presented the books,
and the other at the Star and Garter, where H.R.H. Princess Christian
gave the Souvenirs. The Correspondence Branch of the League num¬
bers now over 36,000 members. Preparations are being made for an
Empire Day Service in St. Paul’s Cathedral on June 2nd, and for the
Annual Meeting of the Imperial Union of Teachers in J uly. To this
Conference representatives have been invited from Teachers’ Associa¬
tions in the United States as well as representatives of those Nations
now allied to the British Empire.
(e) Secondary School Teachers' War Relief Association. — This Asso¬
ciation is permitted to make use of the excellent organization of the
Assistant Masters’ Association, and is thus enabled to effect consider¬
able economies of time and money in making inquiries and in the dis¬
tribution of relief.
(/) The Joint Scholastic Agency. — The effect of the War on the
Agency during the year 1915-16 was necessarily to diminish some¬
what its normal success. Many vacancies had to be filled at short
notice and during term-time when suitable candidates were unable to
apply, and many appointments were temporary — while the present
occupant was with the forces — a condition that did not attract the
best men. Many posts also were filled by Assistant Mistresses. At
the present time the Committee have under consideration a scheme
for incorporating the Agency. If this should take effect it would
involve an abandonment of the existing contract of guarantee, and
the promotion of a company to continue and enlarge the work hitherto
carried on. The Council of the College have approved the principle
of the scheme, and have given authority to their representatives on
the Committee to carry out the scheme under certain conditions.
(g) Joint Agency for Women Teachers. — In this Agency the influence
of the War was felt in two ways. The actual number of posts filled
last quarter was rather higher than usual, about one- third being in
Mixed and Boys’ schools ; on the othor hand, many teachers have left
the profession for work more definitely connected with the War.
There was especially great dearth of Science and Mathematical
teachers. Philip Magnus,
March 7, 1917. President of the Council.
64
THE EDUCATIONAL TIMES.
[May 1, 1917.
The Report of the Council was adopted.
The accounts were approved and were signed by the
Chairman.
The Report of the Auditors was adopted.
The Report of the Dean, which was adopted, was as fol¬
lows : —
The Dean’s Report.
In addition to the general statement of the examination work of
the College during the past half-year, which has been embodied in
the Report of the Council, I have now to submit to you some details
concerning the Christmas Certificate and Lower Forms Examinations,
together with extracts from the reports of the Examiners.
The examinations were held on the 4th-9th of December at the
following places in the United Kingdom : — Aberdeen, Bewdley,
Birmingham, Blackburn, Blackpool, Brighton, Bristol, Cardiff,
Carlisle, Carmarthen, Cheltenham, Chulmieigh, Colwyn Bay, Croy¬
don, Ealing, Edinburgh, Exeter, Glasgow, Goudhurst, Harrogate,
Hastings, Herne Bay, Holsworthy, Horsham, Jersey, Knowle,
Leeds, Leicester, Liverpool, London, Manchester, Margate, Muswell
Hill, Nantwich, Newcastle-on-Tyne, Newquay (Cornwall), Norwich,
Nottingham, Ongar, Penketh, Plymouth, Portsmouth, Preston,
Richmond, Sheffield, Shirley, Shoreham, Southampton, Southend,
Southport, St. Leonards, Sunderland, Swindon, Taunton, Torquay,
Totland Bay, Weston-super-Mare, Wisbech, Woodford, Worthing,
York.
The Examinations were also held at the following Colonial
Centres : — Abeokuta, Accra, Cape Coast Castle, Ibadan, Lagos
(West Africa) ; Nairobi (East Africa) ; Cape Town, Durban, Johannes¬
burg, Kimberley, Lydenburg, Oakford, Pietermaritzburg, Potchef-
stroom, Uitenhage, Umzint.o (South Africa) ; Batticaloa, Colombo,
Manepay, Wadduwa (Ceylon) ; Grenada, St. Vincent (West Indies) ;
Malta.
The total number of candidates who sat for the Certificate Exami¬
nation was 2,749-2,144 boys and 605 girls.
The following table shows the proportion of candidates who passed
in the grade for which they were entered : —
Boys. Senior .
Examined.
Passed.
146 .
Percentage.
. 56
J unior .
. 798
439
55
Preliminary ...
. 805
... 597 .
. 74
Giels. Senior .
. 91
38 .
42
Junior .
116
64
Preliminary ....
. 254 ....
... 206 .
. 81
The above table does not take account of those candidates who
obtained Certificates of a lower grade than that for which they were
entered, nor of those (358 in number) who entered for certain sub¬
jects required for professional preliminary purposes.
. The number of candidates who sat for the Lower Forms Examina¬
tion was 940 — 612 boys and 328 girls. Of these 458 boys and
261 girls passed, or 75 and 80 per cent, respectively.
W. G. RUSHBROOKE.
EXTRACTS FROM EXAMINERS’ REPORTS.
Scripture History.
Senior.— -The work had been well prepared : there were but
few bad mistakes, most candidates wrote as if interested in the
subject, and the average standard was good. The faults were an
occasional tendency to write off the point, and sometimes a want of
proper assimilation of imparted knowledge. In the Old Testament
sections there were a few papers of exceptional excellence. In the
New testament there were a few excellent papers on the Epistle
to the Galatians ; otherwise the work, though good, was not re¬
markable. Most of the papers were well written and well arranged.
Junior. This was a very uneven set of papers, ranging from
excellent to very poor, but, considering the many difficulties of the
tune, it may he said tbat tbe averaffe standard was satisfactory.
The best answering was on the Book of Joshua and on the Acts oi
the Apostles. Much of the work here was excellent, careful, in¬
telligent, conscientious. So, too, was much of the work in the
section dealing with the Gospel of St. Mark; but in this sectior
many candidates did only just enough to secure a pass— no real in¬
terest seemed to be felt in the subject. A cheering note of the worl
was the growing intelligence in the treatment of the Old Testament.
Preliminary.— The work was very good. More attention shoulc
lTlb^Lglren ^ he abruPt 9nding at St. Mark xvi, 8 ; but on tk<
whole the Gospel was well known throughout. Answers on th<
Old Testament generally require more thought in the framing, anc
therefore are apt to be less complete ; but the periods from th<
Judges to Ahab appear to have been studied very thoroughly.
Lower Forms.— On St. Mark many excellent papers were written
Some missed the point of the healing of the paralytic as a proof o
Divine power, and there was confusion in some minds between th<
Chief Priests, the High Priest, and Pilate the Governor. In the Old
Testament sections the answers were generally incomplete, though a
few were remarkably good. The story of Ruth seemed to have
received but little attention, and the life of Moses was not well
known, but more acquaintance was shown with the lives of the
Kings and the religious influence of the Prophets. These young
people evidently take their work in a serious and earnest spirit.
English.
Senior. — The Senior candidates acquitted themselves better than
usual. They had worked at their Literature subjects more thoroughly ,
and their Essays were on a higher level.
Parti: (a) The answers to both the “Tempest” and “Julius
Caesar ” were satisfactory, often showing independence of thought,
but many answers would have been more effective had they been
more concise. ( b ) Chaucer had been studied carefully by nearly
everyone who chose that subject, with the result that frequently more
marks were obtained on the Chaucer than on the Shakespeare paper.
( c ) The answers on “ Bacon’s Essays ” were of scarcely any value —
few of the writers had understood their author.
Part II : The Grammar paper was on the whole done well. The
candidates, however, showed little exact knowledge of the meaning
of various selected pairs of words, and very few could give instances
ot’ metaphor occurring in common daily talk. The Essays were
generally earnest and clear in expression, yet disfigured by spelling
that often made serious subject-matter appear ludicrous.
Junior. — Literature : The answers on Shakespeare were good and
usually intelligent. Many answers, however, were too curt, and
therefore inadequate. The two plays seemed to have been read with
real interest, and not as a task. Scott and Dickens were selected by
a small percentage of candidates, but these were well acquainted with
their respective books.
Essay : The Essays were only moderately good as a rule, though the
writers were equally at home in each of the topics provided, but it
seemed as though they had reserved their force and enthusiasm for
Shakespeare, and had little left to inspire a convincing essay. There
were, however, some striking exceptions to this general statement.
Grammar : Analysis was generally good. Parsing was poor, be¬
cause it shirked the important points, and dilated on what was obvious.
There were also on the average good answers to the question on Pro¬
nouns, as well as to the one on various meanings of the word “ or.”
The question asking for a single word to express the sense of a phrase
was answered well by a few, and badly by most. And there was
once more displayed the usual inability to distinguish between a
Transitive and an Intransitive verb. On the whole this paper was
answered with considerable credit to the candidates.
Preliminary.— Literature : The books had all been read carefully,
and the average mark gained was quite satisfactory. ‘ ‘ Hiawatha ’ ’ was
well known, and the reproduction of the stories contained in it were
generally speaking, meritorious. The poems of Macaulay were well
remembered, but the proper names were too often misspelled. The
least satisfactory question in this paper was that relating to the
spread of the news of the Armada’s approach ; very few gave more
than a small proportion of the places mentioned. The papers on
* ‘ Ivanhoe ’ ’ were hardly so good ; from the fragmentary nature of
some of the answers it seems possible that certain classes had only
read “ selections ” of the novel.
Composition : The general result was quite good ; very few candi¬
dates failed to obtain the qualifying mark. Most of them wrote a
very fair Christmas letter, though some few forgot to insert ad¬
dress, date, and signature. The writing and spelling were almost
universally satisfactory ; there was very little careless or untidy work.
Grammar : The straightforward questions dealing with the gram¬
matical points usually included in this paper were well done, but
some of the weaker candidates failed to cope successfully with those
which were off the normal lines. This was noticeable in two instances
especially. The present tense only of the verbs used in the poem was
asked for, in order to see if the candidates knew the simple form of
the verbs, “ stole, set, rose,” &c. ; the majority either gave two lists
(of past and present) or omitted the present altogether. Again, as
no names were mentioned in the poem, its meaning could only be
properly understood by knowing who the people were to whom the
pronouns referred. The simple way to show this was to write a line
or two describing the incident ; but nearly everybody drew up a long
list of the pronouns, giving much irrelevant information about each
in turn. Some missed the point of the story by misapplying the last
two lines to the nurse instead of to the mother ; others thought that
“Rose” was the nurse’s name. The parsing might have been
better. The words which gave most trouble were “ like,” “must,”
and “ watching.” One of the commonest faults was to insert un¬
necessary and incorrect details — e.g. to give gender, number, case
(and even person) to the present participle, and to assign gender and
case to verbs.
Lower Forms. — Grammar: The Analysis was satisfactory, and
the Parts of Speech were recognized well, but there was a sin-
May 1, 1917. J
THE EDUCATIONAL TIMES.
65
gular ignorance of possessive cases, and the past participles were
not often correctly given. Candidates should be trained, when
they are exercised in questions on different meanings belonging to
the same word, to construct sentences that clearly indicate their
knowledge, instead of sentences like “He has a profession,” or “ The
rail is there.” The question on formations of verbs, &c., was well
answered. But the question on punctuation clearly penetrated an
area to which the candidates were absolute strangers. With the ex¬
ception of a few uninviting scrawls, the presentation and handwriting
of the papers were good.
Dictation, &c. : Generally, the spelling was satisfactory. The
weakness in this paper is nearly always in the composition of the re¬
produced matter. Candidates do not construct sentences properly ;
sometimes they spell badly ; and they have no idea of punctuation.
Very few present a composition which, as a simple independent essay
would be faultless. But the matter of the Reproduction was well
known ; and some candidates gave a more explicit presentation of its
point than the original had provided. Some handwriting was excel¬
lent ; most very good ; the execrable exhibitions were very few indeed.
Literature : There was a preponderance of candidates in favour of
the paper on “ Macaulay. ” In the answers to this paper especially
there were sometimes welcome evidences of very careful preparation.
The general standard attained, however, was not high. Questions A 5
and B 6 were very poorly done ; scarcely any one noticed the allitera¬
tion in Question A 5. Such statements as that Horatius was “ bored
by the joyous crowd,” and that “Bohemia’s plume” was “three
oyster's feathers,” indicate too great a dependence on oral teaching,
and suggest the need of more practice in writing answers,
English History.
Senior.— The candidates, as usual, fall into two markedly dis¬
tinct groups — those who passed generally well and those who failed,
generally completely. Among the latter candidates such answers as
the following were not infrequent : — (1) “William Wilberforce insti¬
tuted the slave trade. He used to go to Africa and carry off black
men and women with every form of cruelty. In his latter days
he saw the error of his ways and tried to abolish the trade.”
(2) “Habeas Corpus stated that no Catholic was to be allowed to
preach in public.” (3) “ The Act of Settlement (1701) said that the
sons of William III were never to have the Crown.” (4) “Dean
Colet was a Greek.” (5) “ Maria Theresa attacked Salonica.”
(6) “ Tippoo Sahib shut up people in the Black Hole.” It is
difficult to see why candidates prepared like this should be sent up
for the Senior Examination. Many candidates, even good ones, lost
marks by not attending to the limitations of a question. For in¬
stance, in a question about the Protectorship of Cromwell, candidates
wrote at length about every part of his career except the years when
he was Protector. When asked to compare the political condition of
the working classes to-day with what it was in 1760, they wrote
about the social or industrial condition — seldom a word about the
political.
Junior. — Candidates mostly satisfactory, but many very weak.
Some of these lost marks through insufficient practice in writing
answers to questions. Thus, when asked “ Where are the following
places and for what are they famous ? ’ ’ they would say : 1 ‘ Dunbar,
Scotland, a battle,” or “ Shrewsbury, England, a battle.” To such
answers, obviously, few marks could be assigned. Some questions
to which good answers might have been expected, even from J unior
students, were answered badly by almost all who attempted them—
e.g. those on Canute, Edward II, William III. The most encouraging
features of the examination were greater accuracy and better com¬
position on the part of the majority of the candidates.
Preliminary. — The work, as usual, varied greatly, but there were
one or two sets of papers which reflected much credit on the teaching.
Questions on war, especially those relating to the Navy, produced,
perhaps, the best answers ; but Colonial history was little known. On
Canada, for example, every boy and girl seems to know about Wolfe,
but many placed his capture of Quebec in Victoria’s reign. The
number who could write intelligently on the points in dispute
between Charles I and Parliament was very small, and the Bill of
Rights was very often confused with the Petition of Right.
Lower Forms. — The work was above the average. The dates of
certain kings were better known than formerly, but many who knew
the dates assigned events within those years to other reigns. Prac¬
tically no one knew the number of members in the House of Commons,
while many guessed “ 23” ! This showed the influence of news¬
paper placards, on which “ the 23 ” often figured in the month before
the examination. It might be worth while to explain the elements
of Parliamentary history backwards — to describe Parliament as it is,
and then proceed “ from the known to the unknown.” The history
of Parliament seems to have received astonishingly little attention.
Geography.
Senior. — The following passages in the Report on the last Mid¬
summer Examination apply equally to the recent Examination : —
“ These papers on the whole are weak, and quite below a ‘ Senior ’
standard. Many candidates appear to have read nothing but what
was contained in inferior or antiquated textbooks.” “There was
much carelessness in reading questions.” To the question “ Why is
Australia so dry ? ” such answers as the following were given : — (a) It
has no mountains, (b) it is surrounded by a ring of mountains, (c) it
is desert, (d) it is sandy, ( e ) it has no (or few) rivers. To the ques¬
tion “ Why are the lowlands of Scotland more wealthy, &c. ? ” there
were the following answers : — (a) They have more rivers, (b) they
are protected from cold winds ; and in most cases there was no men¬
tion of coal and iron. Few could give the boundaries of Russia
correctly on a sketch-map, and few — about ten — could draw a
contour map respectably, though the question has been asked re¬
cently in every paper.
Junior. — A veryuneven set of papers. The map (Question Al) was
fairly well filled in, though in many cases the towns and rivers intheNew
World were omitted. Question A 2 was selected by most candidates,
and was on the whole unsatisfactory. The choice of wet regions was
often unfortunate. Some chose regions that are generally regarded as
dry, others selected regions that were too extensive, e.g. “West side
of America” or “ India,” while others singled out regions that are
famous neither for rain nor for the want of it. Naturally the reasons
advanced were unsatisfactory. A 3 was astonishingly weak A 4
produced some thought, though few of the reasons given were sound.
Section B. Europe : The map was satisfactory, but few candidates
had a clear idea of the position of Kola peninsula. Question B 6 was
fairly well done, but few candidates were able to indicate satisfactorily
the advantages or disadvantages derived from the position of the town .
The same can be said of such candidates as selected Question C 6. In
answer to Question B 8 many candidates selected the Suez Canal, some
even the Panama, as canals of Europe. Answers to Question B 10
and CIO showed in most cases a certain amount of original thought,
though they were not always convincing.
Section C. Africa South of the Sahara : This section was the
most popular. The map was very fairly filled in. The maps drawn
in answer to Question C 7 were singularly poor.
Section D. Was selected by only a few candidates. The results,
with the noteworthy exception of a certain group of papers, were ex¬
ceedingly poor, and gave the impression that most candidates had had
no previous preparation in the subject.
Preliminary. — The general impression is that the papers this year
were rather better than usual ; but, notwithstanding this improve¬
ment, most of the old defects were apparent, especially (a) the usual
muddling-up of sections in spite of the italicized instructions both at
the head of the paper and at the head of each section ; and ( b ) the
lack of diagrams and illustrations and sketch-maps. The filling
in of the map was, as a rule, satisfactorily done. The other ques¬
tions, both physical and regional, were also satisfactorily attacked.
Of mistakes common to a large number of papers the most striking
were : (a) the ascription of coal-mining to the special industries of
Malta (“a coaling station,” evidently) ; and (b) the ever-recurring
description of a volcano as a “ burning mountain.”
Lower Forms. — These papers were very varied : some were
very good indeed, others very much the reverse. A weak point
was the physical geography and its application, especially notice¬
able in the attempts to answer Question 4, which asked for the
“ chief physical features” of a district, and the “effect” of these
features on occupations. On the other hand, there was much good
work — evident particularly in the answers to the questions asking
why such and such a town has gained importance (Question 5), and
why population is denser (Question 8) in one part of a country than
in another. Put in this form, the question elicited plenty of signs
that the candidates’ ideas of physical geography, if latent, were
nevertheless in existence, and only needed drawing out. For the
rest, there was an intermittent recurrence of all the old mistakes —
no location dots in the maps, rivers running across mountain ranges,
mountains “bursting” clouds and so making rain, volcanoes de¬
scribed as “ burning mountains,” linen made from cotton (or wool) — .
but in distinctly less numbers.
Lower Forms.— South Africa : A very creditable and remarkably
even set of papers, with few poor results and none of exceptional
merit. The chief fault was want of explicitness in giving localities,
especially in answer to Question 3, where most candidates were
content to describe Paarl, &c., as “ in the Cape Province.” The
map, Question 1, was fairly well filled in. The answers to Question 7
were astonishingly poor. Section {b) in Question 8 was satisfactorily
answered, but the answers to Sections (a) and (e) showed that con¬
ditions affecting climate are imperfectly known.
Arithmetic.
Senior. — The easier questions were usually done well, but the
decimal work was frequently incorrect owing to over- contraction.
Comparatively few candidates knew the number of square chains in
an acre, and of these the majority worked the “ cost ” sum, involving
66
THE EDUCATIONAL TIMES.
[May 1, 1917.
them in decimals, instead of by the much easier and more direct
method of “ practice.” The work on percentages and profit was very
poor, and seemed to show an unintelligent reliance on formulae. The
use of factors as a means of lightening arithmetical calculations was
not sufficiently appreciated, e.g. in finding the square root of a perfect
square already expressed in factors, fully 75 per cent, of the candi¬
dates multiplied the number out and then found the square root.
The method of setting out and working a compound interest question
still leaves much to be desired. Formulae should not be used at this
stage, and the working should not be carried beyond four decimal
places of a £.
Junior. — The work sent up was, on the whole, very satisfactory.
A large proportion of the candidates gave correct answers to the first
four questions, which involved simple, practical, and straight¬
forward work, excepting, however, a certain • number who were
weak in fractions. A frequent error needs notice — many can¬
didates wrote
5^ + 6j + 7^
1 filO?
1O210 - 18
107
2T0
Such a mistake should not occur. A question on income-tax was not
answered with sufficient frequency, though, on the other hand, a
fairly hard question on interest was, as a rule, well done ; so, too,
was a question on square root. Generally the papers were well
written, hut certain candidates so muddled up their calculations as
to be quite unintelligible. Masters should insist on clear and in¬
telligible exhibition of work.
Preliminary. — The easier questions on the more elementary section
of the course, except No. 2, were answered fairly well. The harder
questions (7-10), although presenting no special difficulties to candi¬
dates adequately prepared, were not successfully solved by so high a
percentage as one might expect. A too common fault of the weaker
work was the use of lengthy roundabout processes where short direct
ones were fairly obvious. In some cases the ‘ 1 rough ’ ’ work was inter¬
mixed with the normal work, which should have been kept apart and
set out consecutively in order. There were some instances of results
sent in without any work showing how they were obtained.
Lower Forms. — While the number of failures was not large, and
several candidates obtained full marks, there was a larger proportion
of mediocrity than usual. A very common mistake was the omission
of a “ 0 ” in the quotient of a division sum. Slovenly marginal work
frequently caused inaccuracy, and in fact the practice of working out
the details of a sum in one place and putting a summary of the results
in another (which is sometimes a different sheet of paper) might with
advantage he discouraged.
Geometry.
Senior. — A fair proportion of the candidates, especially of those
who took the A Paper, knew their bookwork ; but the performance
on the riders was poor on the whole. Those who took the B Paper
were very varied in quality ; some did the drawing very neatly and
correctly, knew ordinary constructions, and at the same time showed
good knowledge of theory ; others were thoroughly bad in both parts
of the subject, and evidently knew nothing about it.
Preliminary. — From many centres satisfactory work was received,
but there were several centres at which the candidates had scarcely
any knowledge of the subject. The chief faults were lack of
references, congruence of triangles inferred from equality of two
sides and non-included angle or from equality of three angles,
wholly illogical development of proofs by super-position, the substi¬
tution for a general proof of a verification by measurement from a
particular figure, and— in Paper B — an absence of knowledge of the
theoretical portion of the syllabus.
Lower Forms. — Taken generally, the answers were quite satis¬
factory, but at some centres the candidates had practically no know¬
ledge of the subject.
Mechanics.
Senior. — With one or two exceptions the candidates showed ex¬
tremely superficial knowledge of the subject, a loose grasp of
mechanical ideas, a want of power to grasp the conditions of the
problems, and a lack of the mathematical ability and practice
necessary to work out their solutions.
Junior. — Of the few candidates presented nearly all passed the ex¬
amination and solved the problems. But the bookwork was deficient.
Book-keeping.
Senior. — The papers were not up to the level of the last few exami¬
nations. The customary weakness in the meaning of the terms in
Question 1 was shown. While the calculations in Questions 2 and 4
were generally well done, the necessary entries were poor.
Junior. — The papers were on the whole better than in past ex¬
aminations. Most candidates did all the books, and fewer than usual
confined themselves to the journal only. This one hook of primary
entry is not now asked for, and candidates should be warned to do as
directed in the paper, where what is required is clearly set out. The
calculations were often badly done, and so was “ Interest on Capital.”
Preliminary. — Although the ledger was not asked for, and can¬
didates were confined to books of first entry, the average level of
marks was little, if any, higher than at the last examination. The
terms asked for, some of which were very common, were poorly done.
Algebra.
Senior. — There were many weak papers, but the better papers
showed much promise and some were excellent. Factorization was
generally weak, and simplification often spoilt by inaccuracies. The
problem of Question 3 was generally correctly answered, except in
the weakest papers. The equations were fairly well done, but a
good many could not interpret 21 (r + 1)_1 correctly, although a
knowledge of indices is required by the syllabus. The question in
proportion was often begun rightly, but in many cases Va + Vb was
treated as equal to V (a + b). There were some, but not many, good
answers to Question 7. The better candidates gave excellent answers
to both questions on Progressions. In the Graphs A was generally
well done, hut only a few good answers were given to B and C, the
equations of the latter being not infrequently calculated as x + y = 24.
Junior.— The paper was easier than it seemed at first sight. The
first question needed but mechanical work, and was correctly done
by the majority of the candidates. The most disappointing results
of the paper fell to Question 2. The majority of the candidates
gave no continuous answers— nothing hut a series of terms. Ques¬
tions 3 and 4 were satisfactorily answered, as also were Ques¬
tions 5 (i) and (id) ; but Question 5 (iii), though often worked out at
great length, and (almost as a natural consequence) wrongly, from
inability to see its easy resolution into two simple equations, gave
very imperfect results. The Quadratic Question 8 (A) was fre¬
quently muddled. Not many candidates attempted Question 8 (B).
Preliminary. The papers showed a distinct improvement on
those of a twelvemonth ago. Insufficient attention is still given to
brackets, substitution, division, and multiplication. In fractions,
adding numerators and denominators and cancelling terms instead of
factors are still far too common. Problems were better.
Lower Forms. There was a marked recovery of standard.
Grounding is still not good enough, and the answers to Questions 1
and 2 showed far too many errors in principle.
U - § = f ) 6 pa* + pa 3 = 7p2«6,
and like errors occurred too often, and brackets and division need
attention. Factors and problems were good.
Mensuration.
Senior. — About one-half of these candidates showed a very fair
knowledge of the subject, though there was much inaccuracy. Many
of the candidates relied too much on special formulae instead of
working out the problems from first principles.
Junior. — Some very good sets of answers were received. The
methods employed were usually good, and the calculations accurate.
French.
Senior. — The passages for translation proved difficult, and many
candidates failed to make out the general sense. The fault of poor
English still remains. Almost all candidates showed sufficient know¬
ledge of words and construction to enable them to attempt the trans¬
lation into French ; hut great carelessness in agreements was shown.
In the free composition there was an improvement ; several candidates
wrote quite good essays. The grammar questions received careful
answers.
Junior. — The absence of care in writing French words is still
lamentable. The impression is given that these candidates have
not grasped the essentials of either accidence or syntax, and have no
feeling of security in writing even the simplest phrases. Still, there
was much good work, and the composition showed improvement.
Welsh.
Senior. — The work as a whole was very fair, although no paper
reached a high standard. The candidates were evidently colloquially
conversant with the language, hut neither the translations nor the
answers to the grammatical questions showed adequate exercise in
composition or reading of authors in Welsh or translation from
Welsh to English. Some showed more intimate acquaintance with
advanced grammar and the idioms of the Welsh language.
Junior. — The work was on the whole good. The translations were
good, particularly those from English to Welsh. The translations
from Welsh to English showed the need of continuous exercise in
English composition and the continual perusal of good Welsh litera¬
ture. The grammar was well done as far as the nouns and adjectives.
Preliminary. — The work was quite satisfactory. The translations
were good, and the grammar questions were all well attempted. More
care should be taken with the spelling of simple Welsh words.
May 1, 1917.]
THE EDUCATIONAL TIMES.
07
Latin.
Senior. — The set books had been well prepared by a considerable
number of the candidates, both as to Translation and subject-matter.
The compulsory Unprepared Translation was usually the weakest
point, only a few really good versions having been sent in. The
grammar was often satisfactory, but the answers on Syntax were
weaker than those on Accidence. The Translation of Sentences into
Latin was of varying merit, some quite creditable versions being sent
in, while those of the weaker candidates were often quite worthless.
Of the small number of candidates who chose Unprepared Translation
instead of Prepared Book four (all from Home Centres) obtained the
mark of distinction ; of those from Colonial Centres two-thirds failed
to reach the minimum mark for passing.
Junior. — The Set Books, Caesar and Virgil, had been fairly well
prepared at most of the Home Centres ; several renderings were both
accurate and pleasing, and there were no signs of memorized trans¬
lation. The subject-matter of both books had received attention and
had excited interest. The Colonial work was very poor ; at many centre s
the translation was left unattempted. The Unseen Passages were not
attacked intelligently ; there was too much guessing at the sense, too
little regard for the grammar. The questions on Grammar were
answered satisfactorily on the whole, except those on verb-accidence
and syntax. A few candidates sent up very promising work in Com¬
position, avoiding bad blunders and showing a very fair grasp of
ordinary constructions ; but the copies of the rest were marred by
violations of the simplest rules of syntax and serious mistakes in
accidence.
Light and Heat.
Senior. — The Light portion of the paper yielded some very good
answers, especially to Questions 2 and 3. The question on the forma¬
tion of shadows was answered unsatisfactorily, the importance of the
fact that light travels in straight lines being insufficiently appreciated.
The description of the eye was good as a rule, but pupils should be
taught that the principal amount of the bending occurs at the front
surface of the cornea, and only about one- third at the lens. The
answers on Heat were less satisfactory. There was no correct
answer to Questions 7, 10, 12, or the second part of Question 9. The
use of a knowledge of the dew point was not shown well, and there
was no good account of the experimental part of the determination of
specific heat.
Magnetism and Electricity.
Senior. — The candidates did not seem familiar with the section
on Electrostatics. Question 6, which deals with a very fundamental
point, was not answered. The omission to teach it leaves a gap
between electrostatics and current electricity. There were some good
answers to Question 10, but candidates did not appear to know that
alternating currents must be employed. Pupils should be taught
the conventional methods of representing on a diagram the details of
the electric circuit.
Elementary Physics.
Junior. — Apart from one most deplorable batch of scripts, the
answers sent in to this paper from home centres were satisfactory ;
the scripts from colonial centres were rather poor. The method of
fiuding areas by counting squares seemed familiar, though the count¬
ing itself was done rather carelessly. Archimedes’ principle was not
known properly, and not one of the candidates had any knowledge of
the very simple form of hydrometer mentioned in the question. In
stating Boyle’s law the necessity for keeping the temperature con¬
stant was often overlooked, and there was but one completely correct
answer to Question 5 on the spring balance. As a rule, only the
external features of the domestic variety were described ; indeed,
one colonial candidate said that the only spring balances he had ever
seen were those used in butchers’ shops. The answers to the ques¬
tions on Heat were weak. It was disappointing to meet once again
the bad old experiment of dropping hot balls of various metals into a
cake of wax. This time it was brought out in order to demonstrate
the difference in the thermal conductivities of the metals. Generally
it pretends to show the difference in their thermal capacities ; while
all it really does is to confuse the student who thinks at all about his
work. It should never be shown at all.
Elementary Science.
Preliminary. — Most of the candidates possessed a creditable know¬
ledge of at least one section of the subject. There seems to be some
lack of practical work ; for example, it was evident that few of
the candidates had actually found the area of a circle by the “ count¬
ing squares ” method or the weighing method, and the lever had not
been studied experimentally in a quantitative manner. The proper
method of filling a thermometer was seldom described, and the
reasons for the use of a small bore and bulb were quite unknown.
The question on the description of a given solid substance received
a few really excellent, well thought out answers. More stress might
with advantage be laid on simple observational work, especially in
the Colonial schools.
Chemistry.
Senior. — The written work, on the whole, was creditable. In
some cases it was evident that work in the laboratory had not kept
pace with instruction in theory ; but many of the papers showed a
practical knowledge of the experiments under discussion. The prac¬
tical work was generally satisfactory.
Junior. — The work was generally satisfactory. Few of the can¬
didates were acquainted with the elementary facts concerning the
preparation of ammonia on the commercial scale. In Section B,
most of the candidates appeared to realize the necessity of care in the
use of a balance. The importance of the proper care of apparatus
cannot be over emphasized. Some failed in attempting a detailed
account of experiments they had carried out ; for example, in the
description of the determination of the loss of weight in heating
chalk the essential details of manipulation were omitted. The prac¬
tical work was fairly satisfactory.
Drawing.
Senior. — As compared with recent previous examinations, there
was a very perceptible increase in the proportion of really value¬
less papers, which may be due — at least, in part — to a neglect
of the subject caused by War conditions. An average standard of
attainment that shall express, even moderately, the truth about the
appearance of a model-group can only be secured by steady practice
as well as sound teaching ; and there is no doubt a tendency to curtail
the time available for drawing as the pupil reaches the higher stages
of work ; and this not infrequently j ust when experience is beginning
to bear fruit. As has been noted in previous reports, the difficulty of
representing surfaces as more or less horizontal seems to be decreas-
ingly felt, but any real observance of perspective laws makes slow
progress, and the treatment of circles shows lack of perception. A
discreditable amount of ruling has to be recorded. In Memory
Drawing, the smoothing plane proved something of a mystery,
except to habitues of the workshop. There were only a few ex¬
cellent renderings, but the great majority showed little or no
understanding of the construction or use of a plane. On the other
hand, a reasonable number displayed good observation of general
proportions.
Junior.— All the comments on Senior Model Drawing apply to the
J unior work ; but the proportion of quite ignorant and futile efforts
was still more marked. Memory Drawing was, on the whole, suc¬
cessfully done, though better observation of proportion should be
sought for. Drawing from the Flat was hardly so well done as usual,
largely owing to absence of proper “ setting out ” of main features,
and consequent failure to get right relations between the parts.
Some candidates, indeed, did surprisingly well, in view of their bad,
blind methods. Real freedom of hand, too, is often not adequately
taught — timid, scrappy, patchy line being far too prevalent.
Preliminary. — Freehand from the Flat. Speaking broadly, more
attention than formerly seems to have' been given to the proportions
of the larger facts of the example, and also to the swing of the big
curves ; hence the number of papers earning marks well above the
minimum for passing was definitely increased. There were, however,
many candidates who drew individual curves well, but who neglected
to consider the proportion of the structural forms ; so the marks
awarded in such cases were less than might easily have been earned.
Model Drawing Possibly the weakness which was noticeable in a
number of the ellipses was to some extent owing to their large size,
but this does not excuse the shapeless travesties which were in some
cases presented. The lower ellipse was frequently made flatter
than the upper one. Every student of Model Drawing should know
and use the rule: “In a circular object, considered separately, the
partly hidden ellipse is rounder than the one which is entirely visible.”
The apparent convergence of receding parallel lines was often well
represented. All the drawings were made to an adequate scale.
Lower Forms. — The somewhat subtle form of the example (a
stirrup) was well appreciated by a considerable majority of the can¬
didates. Here and there proportion (though it was both obvious and
simple) was not sufficiently studied. In the case of a symmetrical
figure an axis is a sine qua non ; but, for want of it, a number of
drawings were either lop-sided or falling over. There was a satis¬
factory percentage of quite good drawings.
Domestic Economy.
The results, as a whole, were very good, and indicated sound
teaching and a genuine interest in the subject. The importance of a
knowledge of Domestic Economy as an aid to national efficiency had
evidently been impressed on the pupils by their teachers. More
attention should be given to the methods of washing and drying
woollen and flannel materials, and to the correct methods of making
a cup of cocoa or a pot of tea.
68
THE EDUCATIONAL TIMES.
[May 1, 1917.
Section III, Clause i, of the By-Laws was amended so as to
read thus : —
The Council is authorized to admit, without examination, to
the grade of Fellow, honoris causa, such Members of the College
and other persons as possess well-attested high classical or
mathematical attainments, or are eminent as Teachers, or have
obtained distinction in Science, Literature, or Art.
The Chairman, in moving the amendment of the By-Law
on behalf of the Council, explained that the question of
amending the By-Law in the way now proposed had arisen in
connexion with an important movement for the promotion of
an educational entente between England and the allied
countries. The Council felt that some help might be given to
that movement if they had the power to grant the Fellowship
of the College to distinguished educationists in the allied
countries.
The meeting concluded with a hearty vote of thanks to the
Chairman for presiding.
THE UPLANDS ASSOCIATION.
STATEMENT OF PRINCIPLES ON PHYSICAL
EDUCATION.
I. The General Principle.
During childhood (up to thirteen years of age) the child
should manifest a purposeful, joyous activity in all his pur¬
suits. His physical development is, therefore, just one
aspect of an activity which absorbs his entire being, body
and mind in unison. Growth of physical organs is a neces¬
sary accompaniment of such activity, but the healthy child
is not specifically interested in this growth. Bodily growth
demands a very large amount of movement, and this should
be afforded by the variety of practical, sesthetie, and recrea¬
tive pursuits to which his developing human nature responds.
This is the normal procedure; it implies that there should
be large opportunities for work and play in the open air, and
that school pursuits generally should involve much more
activity than is commonly permitted at the present day.
Under subnormal conditions, such as e.g. prevail in the
congested areas of large cities, or are found in children suf¬
fering from malformation, remedial measures may be ap¬
proved to supplement (but not to replace) the wholesome
activities of a rational healthy life. Only under such con¬
ditions can the massed movement of Swedish or other
systems be countenanced. The principle applies in the same
way to breathing exercises. This device, imposed for a few
minutes at stated intervals day by day, may serve as a
partial remedy against stunted development, when children
are too much confined, and thus are prevented from inhaling
fresh air with spontaneous vigour for an adequate time.
II. The Function of Drill.
All collective or mass instruction can be called “ drill ” if
the instructor aims to practise his class in some specific exer¬
cise. All such massed movements, as in rifle and bayonet
drill in the Army, swimming or cricket drill in schools, are
only serviceable as preliminary to real activities in which
each performer must act for himself. In a similar way
soldiers and sailors, like other adults, can appreciate the
benefit of a gymnastic drill, which among children is only
accepted as a physical relief from sitting at desks. Apart
from such realized motives, drill is boredom to an intelligent
mind and has neither psychological nor moral value ; parades
and marches, imposed in the belief that drill in itself is
educative, have the contrary effect, and induce stupidity
both in the teacher and the taught. The assumption that a
general power of mental alertness is trained by inducing smart
responses to specific commands is baseless. Drill, therefore,
can only function as a particular type of class teaching, and
it can only be sanctioned when a specific exercise is profitably
learnt through precise directions which the whole of a class
can follow at once.
III. Development.
If development follows its normal course, the instinctive
desire for incessant movement during infancy is reinforced
by habits which will lead the boy and girl, first, to cultivate
active pursuits out of doors; secondly, to accept the more con¬
trolled movements which are provided on the one hand by
ordered recreation in games, and on the other hand by indus- '
trial pursuits in workshop, garden, or house.
After fourteen years of age, and more frequently after
eighteen years of age, many young people acquire a self-
regarding interest in some form of physical development —
e.g. in swimming, running, gymnastics; these, as well as
competitive games, should be allowed their fair share of
public support, in school as in parks and open spaces. At
this period of life, however, each person can claim an increas¬
ing freedom of choice as between differing modes of exercise.
The current practice of many secondary schools is to be depre¬
cated, where interest is confined to a few conventional games
and sports, especially when the desire to secure good “ re¬
sults ” restricts participation to the more proficient.
Under normal conditions the habits formed in healthy child¬
hood will lead the adolescent to keep himself physically fit,
and therefore to take an appropriate part in games or the like ;
whatever control is exercised over youth of both sexes,
whether in schools, workshop, or offices, this control should
not debar them from opportunity to attain normal physical
development at maturity.
Further investigation is needed in detailed scientific exami¬
nation at each of thes’e stages of development to determine
the type of gymnastics or games congenial to the powers and
tastes of those upon whom they are imposed.
IV. Music in Relation to Bodily Exercise.
A. Where large numbers of children move quickly from
place to place, they will find pleasure (as do adults also) in
keeping step with the accent of song or musical instrument.
Any other form of musical drill (see II above) has no mean¬
ing, and therefore no educational value.
B. Every normal child is stimulated to make spontaneous
rhythmical movements of the limbs in correspondence with
the rhythm of music. The teacher of music can therefore
help the child to a conscious appreciation of rhythm, identify¬
ing the rhythms of music with the rhythms of movement, and
can thereupon offer him a technique, such as that invented
by Dalcroze. Such an enlargement of musical experience
promotes also the grace and vigour of the body; along with
singing games and folk-dancing, it should hold a prominent
place in the activities of childhood.
Conventional dancing can only be sanctioned at a later
period, when young people are sufficiently developed to share
the new social interests of sex to which dancing responds.
At every stage the value of such pursuits in respect of
physical education should be recognized, especially if atten¬
tion is paid to fresh air and hygienic dress; but the aesthetic
and moral value of “ good ” music and of “ good ” dancing
are even more important, since the influence of bad art is
disastrous.
Since music has a social purpose, all these forms of ex¬
pressing rhythm should be associated with festival, drama,
and other social functions (supplying to the school community
and its circle a congenial field for the expression of delight
in every form of fine art).
V. Physical Training and Physiology.
Little importance can be attached during childhood to the
acquiring of information about the functions of bodily organs,
since normal human beings form right habits at an early age,
induced by authority and by suggestion rather than by research
and reason. In later adolescence, physiology, as a branch
of biology, affords explanations for which minds, informed by
full contact with the natural world at earlier stages, are quite
ready; but at this period also all that is required for normal
development can be conveyed by brief empirical information.
The will is not strengthened by focusing the attention on
scientific aspects either of digestion, of circulation, of nerve
and brain processes, or of sex.
January 1917.
May 1, 1917.]
THE EDUCATIONAL TIMES.
G9
REVIEWS.
Hindu Mind Training. By an Anglo-Saxon Mother.
(10s. 6d. net. Longmans.)
The writer of this book proclaims herself a disciple of Mr.
S- M. Mitra, who is a medical man and the author of several
works on Indian subjects. He supplies an eighty-page Intro¬
duction and a concluding chapter, and the intelligent reader
will have little difficulty in making up his mind that Mr.
Mitra has had more to do with the text than had the Anglo-
Saxon Mother. The book provides a wholesome tonic for us
Occidentals who are a little proud of our western civilization.
Some of us have resented the continual reference of all our
ideas back to Plato and Aristotle : but those worthy philo¬
sophers are now in turn treated as comparatively modern
thinkers who have borrowed all they possess from the
thinking of Mr. Mitra’s ancestors of thirty centuries ago. All
our philosophical and educational ideas from Aristotle to
Freud, from Pythagoras to Montessori, were vieuxjeu to the
Hindus of thirty centuries ago. From them we might have
borrowed the notion of unconscious cerebration thirty centuries
since, instead of reluctantly accepting it a few decades ago.
To tell the truth, this ever recurring chorus of “ thirty
centuries ago ” becomes more than tiresome in the book, and
we feel that the necessary amount of humility might have
been instilled into us with less reiteration. Some of us may
resent being told that “ the idea of evolution had been dis¬
cussed at length by the Hindu over thirty centuries before the
birth of Darwin or Spencer, and what was a mighty ‘ dis¬
covery ’ in the eyes of Europe was no novelty to those con¬
versant with the teachings of Hindu India.” The trouble is
that Mr. Mitra does not ask us to take his bare word for it.
He cites the Sanskrit Scholar Sir Monier Williams : “ the
Hindus were Spinozites more than two thousand years before
the existence of Spinoza, and Darwinians many centuries
before Darwin, and evolutionists many centuries before the
doctrine of Evolution had been accepted by the scientists of
our time.”
In any case, Mr. Mitra gives evidence of a wide knowledge
of western educational and philosophical literature. It is
when we come to the actual scheme of Hindu mind training
that we begin to think of the Latin tag about mountains and
mice. For the result of thirty centuries of cogitation is
nothing more than a scheme of training the mind by a series
of fairy-tale fables manipulated during their presentation by
a carefully arranged series of questions, to which the pupils
give answers that form an exercise in purposive thinking.
Out of the 536 pages some 420 are given up to these improv¬
ing tales, with the appropriate questions and typical answers.
Among those grown-up persons who have supplied the answers
Mr. Mitra mentions with perhaps justifiable pride that there
“ are graduates of Cambridge and Oxford, two peeresses,
doctors of both sexes, and a leading suffragist.” With such
contributors it is only to be expected that the comments and
answers are quite interesting. The stories, too, are not with¬
out attraction. But we cannot find any trace of systematic
training ; though it has to be admitted that almost every
aspect of human experience is touched upon somewhere or
other in the volume. We should be inclined to criticize the
psychological soundness of this glorification of edited story¬
telling as a complete educational system had we not been told
that “ psychology has scarcely been studied long enough in
the West to justify the dogmatism in which some writers in¬
dulge.” This warning prevents us from commenting upon
the remarkable statement that the dates at which the answers
were written had to be carefully noted “ to see how the in¬
fluence of the waxing or waning moon on certain tempera¬
ments guided the choice of questions.” Much might be said
about a statement like that, but we have learnt something by
a careful reading of this long book, and hope to be included
among the favoured ones referred to in the following passage
from which we have extracted genuine consolation : — “ A
careful perusal of this volume would no doubt in most cases
eradicate the germs of fanaticism, and make its students
rational beings, capable of proper self-expression as well as
necessary self-repression.” We accept this word to the wise,
and repress ourselves.
The Permanent Values in Education. By Kenneth Richmond.
(2s. 6d. net. Constable.)
It is generally a mistake for a capable writer to get another
person to write an Introduction for him. Mr. Richmond
stands in no need of a supporter, but he has been fortunate
enough to secure from Mr. Clutton-Brock an introduction
that contains an idea. The elimination of the notion of
status from education deserves attention. The public will
have gained something if it can assimilate the truth under¬
lying the epigram : “ One of the first aims of education
should be to remove all pride in it.” Coming to the book
itself, we find that Mr. Richmond’s purpose is to supply
teachers with “ hors d’ce-uvre for the neglected feast of educa¬
tional history.” He believes that the past has serious lessons
for to-day, and that at present these lessons are not sufficiently
impi’essed upon teachers, The book is “ roughly historical,”
but its author feels constrained to add that “ personal con¬
clusions, personal attempts at a revaluation of old ideas in
terms of new conditions are put forward.” This is too
modest a statement; the book is mainly a revaluation of old
ideals, and contains far more of Mr. Richmond than of any of
the educationists that he criticizes. It is just here that the
present volume differs from Mr. R. H. Quick’s (not “ R. B.”
as Mr. Richmond has it on page 27) “Educational Re¬
formers.”
The older book supplies the materials on which criticisms
are made. Mr. Quick describes what Mr. Richmond takes
for granted. Accordingly this book is of less value to the
reader who comes to it without previous reading in educa¬
tional history. It should be read by the student who has
already gone through a course. The tired teacher referred
to in the preface can benefit by this book only if he has
already mastered the broad outlines of educational history.
One cannot put into the 134 pages of this little book what
demands 759 pages in Monroe’s “ Text-Book.” But when
one has read Monroe one may come to Mr. Richmond for
help in understanding the meaning of what one has read.
In this respect the book is admirable. Its author displays
marvellous ingenuity in discovering or inventing — it is not
always easy to say which — underlying currents of thought
and influence that throw a grateful light in dark places.
Even the most blase exponent of educational history will be
compelled to admit that many familiar and vague generaliza¬
tions become here fresh and clear cut. Mr. Richmond has
a quite exceptional gift of seeing into the inwardness of
things, and suggesting new and illuminating points of view.
The book is provocative, but in the best sense of that word.
It stimulates thought without alienating sympathy.
The epigrammatic style will confuse the more matter-of-
fact readers : we wonder, for example, how many will get to
the bottom of the sentence, “ Froebel’s recognition of the
issues involved was far-reaching enough to have been widely
neglected.” But almost every epigram in the book is worth
the trouble it involves. What could be better than the
Herbartian escape from difficulty “ by reducing will to its
simplest terms, and calling it interest,” or “ the conflict in the
mind of man between everything and everything else,” or
“ education is not a hypnotic process ” P The fact that much
of the material has lately appeared in the periodical press
guarantees its freshness and its applicability to the present
educational crisis where such guidance as Mr. Richmond’s is
urgently needed.
German and English Education. By Fr. de Hovre.
(2s. 6d. net. Constable.)
Dr. de Hovre is a Professor of Education at Louvain who
has spent some of his time of exile among us in writing
this comparative study. Little cause as he has to love the
Germans, he is scrupulously just to them, and even generous
in proclaiming their good points. We may therefore, perhaps,
accept with less doubt than we otherwise would the favourable
opinion he expresses on the English soul and on English edu¬
cation. In the contrast he makes Germany stand for Kultur
and England for Civilization. The difference between them
is broadly : Kultur stands for the selfishly national, the intel¬
lectual, the State ; while Civilization stands for internation¬
alism, the moral, the individual personality. Passing from a
study of the German soul to an examination of German edu-
70
THE EDUCATIONAL TIMES.
[May 1, 1917.
cation, Dr. de Hovre lias many enlightening remarks to make.
He tells us, for example, that from the purely individualistic
English point of view the “ school exists merely because it is
impossible to provide each pupil with a private teacher. W e
are startled to be told that all individualistic conceptions are,
at bottom, utilitarian and mean ; but we are cheered to find
that, “ raised to the national standpoint, they are brought
again into the light of sound idealism.” In illustration of the
close connexion between education and political life in Ger¬
many we are reminded that “ at the national Congresses
wrhich preceded the Unification of Germany (1846, 1848, &c.)
the great majority of the members were men of the teaching
profession.”
It is a very pleasant change from our usual self-deprecia¬
tion to turn to the views of a keen and capable outsider. One
thing that strikes Dr. de Hovre is that in English we have no
term for intellectual education as such. The one term, “edu¬
cation,” has to do duty for the double processes of intellectual
and moral training. Our critic is too polite to say, what most
of our intelligent educationists now realize, that we must let
the intellect count for more in our system. He confines him¬
self to the statement that “ social life is the high school of
English education.” It is a neat way of putting the difference
between us and our enemies to say that German education sets
out to make Germans, English education to make men. It is
refreshing to have it on continental authority that before the
War there was already a predisposition in most countries on
the continent in favour of the distinctively English form of
education. Most encouraging of all is Dr. de Hovre’s conclu¬
sion that while we are weak where Germany is strong, and
vice versa, “ the great fact must not be overlooked that the
strength of English education lies in its fundamental prin¬
ciples and its weakness in its superstructure, whereas the
opposite is the case with Germany.” Since we are thus sound
in our vital organs we have every chance of a rapid recovery
from our present educational indisposition. Hence our author
can give us the comforting assurance: “For England, to
remedy intellectual backwardness will only require a short
period compared with the time it will take Germany to recover
from her moral atrophy.”
The style shows occasional traces of the difficulties of writ¬
ing in a foreign language, but is on the whole remarkably
clear and effective.
Professionalism and Originality. By F. H. Hayward.
(6s. net. Allen & Unwin.)
Dr. Hayward, with his usual vigour, draws a sharp line of
demarcation between the original man and the professional
man. His previous study of educational administration had
convinced him that teachers and officials rather tend to de¬
generate because of their professional environment, and a
further study of professionalism in itself has not weakened
his conviction. He does not now confine himself to teachers
— all professional people are included in the same condemna¬
tion. His book reads rather like an attack upon human
nature, but he is careful to assure us that his real object is to
demonstrate the temptations to which we are all exposed
through the power of the conventional. The general im¬
pression conveyed by the book is that competition, in
whatever form, leads to the evils that he attributes to
professionalism. This view is distinctly set forth on page 31,
and, indeed, has all the emphasis that underlining can give.
“ When a profession, as is usual, has grades of its own, these
grades compete against each other for power, privileges, and
emoluments.” How does this differ from the root principle
laid down by Hobbes P The profession is really only a limited
field in which the general principle is applied. It may be
true, as Shaw tells us, that “ professions are conspiracies
against the laity,” but within them we have the same laws as
are exemplified in the struggle between the professions and
the society against which they conspire. All the same there
is value in the study of the special conditions under which
these laws operate in the professions, and this studj’ has
been dramatically made by Dr. Hayward. His results are
thoroughly discouraging, and it is only when we get to the
second part of his book that our spirits begin to rise.
Dr. Hayward writes as if he had a brief for what he calls
“ the living man,” that is the original, creative person, the
“ real live man ” of the Americans, the “ genius ” of the more
conventional textbooks. It is difficult to avoid the conviction
that there is, underlying the treatment of the living man, an
application to the author’s own case. Whether this be so or
not, it is clear that Dr. Hayward’s sympathies are entirely
on the side of the living man as compared with the profes¬
sional, for he is at pains to make it evident that “ professional
men are mostly just ordinary mediocre people.” Whatever
else he is, Dr. Hayward does not belong to this class. He is
at his best when attacking the meannesses and trickery of the
professions, and in suggesting more or less practicable schemes
for the improvement of professional organization.
The book is written in the most courageous spirit, and is
free from rancour, however severe the criticisms it contains.
Its main defect is a lack of co-ordination between the two
parts. The antithesis of the living man is not the profes¬
sional, but the dull, mediocre person. It is true that the
book tries to show that professional people belong to this
class ; but, after all, the two classes — the professionals and
the mediocres — do not quite coincide. What we wrant is an
analysis of the nature of professionalism as such, and an
examination of the wyay in which it produces the results that
this book describes.
The Cambridge History of English Literature. Yols. XIII and
XIY. (9s. net each. Cambridge University Press.)
These two volumes complete a very notable work, carefully
planned, executed with ripe judgment by numerous scholarly
writers, and forming an instructive guide and interesting com¬
panion to serious students of English literature. The importance
of the nineteenth century production is emphasized by the devo¬
tion of the last three volumes of the fourteen to what, after
all, is felt to be only a comprehensive general sketch. There
is no need to consider this final instalment in detail : the
principal authors usually have their separate chapters, the
minor authors their groups, and the running commentary
usually furnishes a suggestive appreciation from at least one
instructed point of view. Yet one or two articles deserve
special notice. Sir Henry Jones gives the flower of his pro¬
found study of the Browmings in fresh and attractive form.
He does much to explain, if not to reconcile us to, Browning’s
characteristic qualities ; he cannot freshen the fading tints of
Mrs. Browning’s laurels. The mere fact of his admitting the
question whether Browning was dramatic decides the question
against his own conclusion ; or, perhaps, we may say that, while
Browning had dramatic elements, he could produce a drama
dramatic only in form. The marvel is that experienced actors
should have even attempted to present Browning’s plays on
the stage. It was not the defection of an actor that killed
“ Strafford ” : it was sheer lack of dramatic vitality. Prof.
Saintsbury surpasses himself in his elaborate analysis of
Dickens — a triumph of critical insight and handling. After
all, as Prof. Saintsbury admits, Dickens did wrell to go his
own wTay ; even if he had had all his present critic’s comments
before him he could not well have improved matters ; you
must take the defects with the achievement. This article
inevitably suggests wide considerations about criticism gener¬
ally. The standpoint of knowledge of the text is an always
necessary standpoint ; but the standpoints of author and
audience require also to be considered, and Prof. Saintsbury
does not ignore this. Perhaps some readers will be startled
to find Bulwer Lytton in a group of “ Lesser Novelists,”
especially after finding certain other novelists outside that
group, though the place of these may have been determined
by their affinity to some other set, say, “ Political and Social
Novelists.” “ The age must be rich indeed which can afford
to consider the author of ‘ The Cloister and the Hearth ’ a
minor novelist,” says the writer ; and some will say the same
for the author of “ The Last Days of Pompeii.” The same
wrriter gives very scant measure to George Macdonald and
William Black. The final volume consists mainly of very
able and instructive summaries of the progress of various
departments — philosophy, history and biography, journalism,
sport, travel, science, education, and literature in the Domin¬
ions and India. Special attention should be drawn to Prof.
Adamson’s careful article on education. The final article, on
“ Changes in the Language since Shakespeare’s time,” might
well form the basis of a developed treatise of wider scope.
May 1, 1917.]
THE EDUCATIONAL TIMES.
71
An English Pronouncing Dictionary. On strictly Phonetic
Principles. By Daniel Jones. (6s. net. Dent.)
This publication is one of the man3r signs that spoken
language is being rehabilitated. Just as in biology until
•recently man has been considered as a piece of mechanism
apart and complete, so in language the word has been treated
as a dead thing to be studied as history. The new biology
tells us that man cannot be fully studied apart from the
external world upon which he impresses himself ; the new
language study insists that the word is a living thing, and
must be considered in its vocal use. The word is, indeed,
a living thing, and therefore changes constantly. Mr. Jones
has fixed it for a moment in its career and at a point in its
spreading life. He takes the public-school pronunciation for
much the same reason that Prof. Yietor took the stage as his
standard. In Germany actors need to be intelligible in various
parts of the country, among various dialects. They tend,
therefore, to a uniform speech. The public-school pronuncia¬
tion is a widely accepted standard amongst educated people
in England.
Mr. Jones is careful to limit himself to actual facts ; his
task has been to record the pronunciation of the public
schools as he hears it, without saying that it is good or bad,
without claiming that it forms a standard. If he finds two
common pronunciations, as in “ laboratory,” he records them
both without comment. He takes the more careful speakers
as his guide, we may presume. We have not found, for
instance, any case of omitted g in the ending -ing. He gives
the t in “ Latin ” as definitely heard. Of course, there are
many pronunciations even among the public-school class.
Apart from special words that may vary according to the
taste of the speaker, there is a general difference of intonation
and stress between the careful speaker, the pedantic school¬
master, the teacher of elocution, and the careless speaker.
It is useless to try to record all these variations. Mr.
Jones, with unremitting labour, has given us a pronouncing
dictionary of nearly fifty thousand words, which will be of
very great interest to English students of their own language
and of first-rate value to foreigners of all nationalities who
are familiar with phonetic symbols. “ Monumental ” is the
reviewer’s favourite word for a work that has involved so
much continued industry.- Among those interested dis¬
cussion will naturally arise as to Mr. Jones’s accuracy. He
puts down what he hears as an artist paints what he sees.
Other ears, other sounds. But few people take the trouble to
consider how they pronounce — witness the word “ zoological.”
Generalized Coordinates. By William Elwood Byerly.
(Boston, .&c. : 5s. 6d. Ginn.)
This valuable little treatise on the subject of generalized
coordinates as employed in connexion with the sciences of
mechanics and physics was originally inspired by Prof. B. O.
Peirce, whose untimely death prevented his contributing the
substantial help which he had contemplated giving to¬
wards its production. The chief part in the task of prepar¬
ation had, however, been assigned to Prof. Byerly, and in his
very able hands the work has been carried through to its
completion.
He takes the Cartesian system of coordinates as the basis of
his discussion, and shows how, by means of suitably framed
equations and methods of transformation, we may place at
our disposal a practically indefinitely large number of sys¬
tems of reference, and so enable ourselves to adopt for any
particular problem that one of them which is best adapted to
our needs.
Equations of a perfectly general type are discussed as well
as the special and more familiar systems which are ordinarily
employed. Illustrative examples are fully treated, and prob¬
lems are proposed for the reader’s consideration. Various
deeply interesting topics which are met with in mechanics —
for example, Hamilton’s equations and portions of the theory
of impulsive and conservative forces — claim the author’s atten¬
tion ; and, further, the application of his subject to physical
problems has been made abundantly evident by him. The
nature of the matter constituting the contents of the volume
is full of interest, and the manner in which the details are set
forth will appeal to its readers.
The Days of Alkibiades. By 0. E. Robinson. Foreword by
Prof. Oman. (5s. net. E. Arnold.)
Mr. Robinson’s aim is to give the reader a series of pictures
of life in Greece as it was lived in classical times. To give
a certain unity to the volume the sketches centre round
Alkibiades and his times. An idea of the scope of the work
may be given by the titles of the chapters, which include Life
on a Farm, Battles at Sea and on Land, Delphi, Eleusis,
Olympia, a dinner party, a Funeral, and a Wedding. Mr.
Robinson takes what he can learn from historians and play¬
wrights about life and manners, and where there are gaps in
knowledge supplies it boldly. The result is neither history
nor fiction as generally understood, but an eminently read¬
able book which portrays life in Greece in a convincing and
interesting manner. History need no longer be dull when it
is illumined by such studies as the book before us. The
illustrations are numerous and full of interest, as they really
illustrate and elucidate the text. They are based on what
authority is to be found, but the author admits that, where
authority is wanting, surmise has had its way. One criticism
only may be made — the figures are nearly always wanting in
grace and comeliness.
The Old Grammar Schools. By Foster Watson.
(Is. 3d. net. Cambridge University Press.)
It is pleasant to find in this popular series a volume on the
old grammar schools contributed by so high an authority as
Dr. Watson. Information is not readily accessible to the
ordinary reader who wants to know something about these in¬
teresting and important national institutions, and few indeed
are so well qualified to give information on this subject as is the
author of this volume. It runs to a hundred and fifty pages,
and is divided into ten chapters. After tracing carefully the
origin and early histoi’y of the schools, paying due attention
to the work of the great warrior prelates and the public-spirited
Tudor merchants, Dr. Watson examines the relations between
the Church and the schools, and then goes on to a most inter¬
esting and instructive account of their curricula and internal
life. This is perhaps the most attractive part of the book,
though many readers will, at the present time, value still more
the admirable account of the decadence of the grammar
schools especially in relation to the rise of what are usually
called the great public schools. The book appears at a most
opportune time, and should help to spi'ead that sound know¬
ledge of our educational past that is so necessary to a Avise
policy for the educational future. We hope it will be widely
read.
Science and Education. (Is. net. Heinemann.)
This is a reprint of a volume published in 1855, containing
seven lectures delivered at the Royal Institution of Great
Britain in 1854 by seven of the most distinguished men of
science of that period — Whewell, Faraday, Latham, Daubeny,
Tyndall, Paget, and Hodgson. It is a happy idea to present
this material again at a time when the interest in scientific
instruction is specially keen. One is not surprised at the
zest with which Sir Ray Lankester writes an introduction to
a volume that glorifies science teaching and attacks by im¬
plication “ the old-established and curious ‘ classical cur¬
riculum ’ which it must eventually completely replace.” He
is himself specially interested in the lecture by Faraday
entitled “ Observations on Mental Education,” and would
have been content to have had that lecture republished by
itself, but he naturally welcomed Mr. Heinemann’s proposal
to reprint the whole series of seven. Yery brief biographies
of the various lecturers are supplied, and Sir Ray gives some
useful notes on Faraday’s lecture. It is striking how modern
the lectures read in spite of the advance science has made in
the interval between 1854 and to-day. The arguments are as
cogent as ever, and the publisher and editor have deserved
well of the country by producing the book.
Teaching High School Latin. By Josiah B. Game.
(4s. net. Cambridge University Press.)
It can hardly be said that this volume fully justifies its
claim to be “ an actual working manual fitted to the needs
of high-school instructors.” Too many of its 123 pages are
72
THE EDUCATIONAL TIMES.
[May 1, 1917.
given up to a general defence of the place of Latin in the
schools. But, when Prof. Game does settle down to his sub¬
ject, he treats it in a fresh and stimulating way. He deals
with each of the four years’ study of Latin and has a great
many useful and striking things to say about classroom
equipment, textbooks, and general reading material in Latin.
He does not give sufficient attention to Latin prose as judged
by the standard adopted in England. Indeed, the English
teacher of Latin will be a little at a loss in presence of the
novel points of view adopted in the volume ; but perhaps we
are none the worse for getting stirred up a little and driven
out of our ruts. Probably for English teachers it is not
necessary to elaborate, as Prof. Game does, the thesis “ Latin
teachers must know Latin ” ; but from his other theses we
English teachers may learn much. We welcome this addition
to the literature of specialist instruction.
The Nation 8 Health. The Stamping out of Venereal Disease.
By Sir Malcolm Morris. (3s. 6d. net. Cassell.)
Pew people have the time or the patience necessary to read
the report of a Boyal Commission. It is for the larger
number that Sir Malcolm Morris has written this book.
In a comparatively brief space, and in clear, non-technical
language, he gives the main points of the Commission’s
report. He writes in pursuance of a policy of “ candid, but
not unrestrained, discussion.” Only recently, and largely as
a result of Brieux’s play, “ Les Avaries,” which has been trans¬
lated under the title of “ Damaged Goods,” has the serious¬
ness of the evil heen known outside the medical profession.
This knowledge is one step in the campaign against the
disease, and the knowledge should be possessed by every
intelligent person. This book is specially intended for
members of Boards that deal with matters of health and for
(to quote the preface) “ head masters and head mistresses.”
Pot such responsible readers we have no hesitation in ad¬
vising strongly the study of the book.
Shrewsbury Fables. Being Addresses given in Shrewsbury
School Chapel. By Cyril Alington. (2s. net. Longmans.)
T° give these fables their full value one needs the voice of
the present Head Master of Eton and the chapel of Shrews¬
bury School in which they were delivered. The personality
of the trusted and understanding Head Master and the cir¬
cumstances, full of solemnity and joyous hope, under which
the addresses were given, add greatly to their effect. Con¬
firmation and the end of the Summer Term are seasons alike
when some of the boys were led to think seriously of them-
selves and their future. It was on these occasions that the
addresses were given. Mr. Alington wrote them to deliver:
he did not write for the printer. Nevertheless they make
good reading, and might with good effect be read aloud to
other boys.. They are, as fables should be, based on simple
tacts or objects well known to the boys, and each contains fine
thoughts that can well be grasped and retained.
OVERSEAS.
'Te statistician of the Metropolitan Life Insui’ance Com-
pany ot New York has made an investigation of the physical
disability of the New York city teachers. He credits teachers
^lthoo next t0 that of clergymen. He finds that of
the -0,4l1 teachers employed during the year 1914-15, no
less than 18-7 percent, were repoited sick during the school
year of 41 weeks. Among the men there were 88'5 cases of
physica1 disability per thousand, and among the women
All u per thousand. “ In relation to the number employed
there were, therefore, 228 cases of illness among women for
each 1°0 cases registered among men.” With regard to the
length ot time individual teachers were absent, whether from
illness or with leave of absence, the average duration was for
men 1 34 days per teacher, and for women 31 1 days per teacher.
I he Boston magazine, Education, commenting on these
figures, says : It is a pertinent (we trust not an impertinent)
query arising out of the study of these statistics, whether or
fnr ™ hTa bear‘ng,UpoD *h.e question of equal salaries
for men and women teachers, which latter question has often
been vigorously discussed in the pages of Education.”
It appears that a law has been passed in Ohio called the
Danford Law, that is described in the Ohio Teacher as “ A
Disgrace to the Profession.” It provides that a person who
has never had any high-school education may be grauted a
certificate to teach for one year. Such a teacher is not required
to have had any normal training, but after he has taught one
year, the State will require him to have at least one year of
high-school education, and also the amount of normal train¬
ing that is required of other teachers. In other words, an
eighteen-year-old boy or girl may be given thirty or forty
children to practise upon for a year, and then must be ejected
by the State as inefficient till he has gone through a regular
course. One does not wonder that the Ohio Teacher says
that : “ The operations of the Danford Law are so plainly
iniquitous that it can hardly find a defender anywhere. It
could not be otherwise. The strangest thing about it is that
such a measure could be enacted.”
In Chicago there are two educational journals. The School
Review represents the secondary side, and the Elementary
School Journal the elementary. It is a sign of the times that
the two journals, feeling in an increasing degree that there is
an overlapping of interests, have agreed to come more into
line with one another. They both appear monthly, and they
have now arranged to make their editorials and their news
notes supplement each other, and, by appearing the one at the
beginning of the month and the other at the middle, contrive
to gain the advantages of a fortnightly issue. Naturally
each will have a certain bias towards its original field as
elementary or secondary, but the co-operation is a most
favourable indication of the growing solidarity of education
in the States.
It is surely a sinister sign of the times when a teacher’s
magazine can devote an article to the discussion of the blunt
question : “ Why the Teacher ? ” Has it come to an open
question whether there should be teachers or not ? But the
article gradually thins down to much the same sort of
argument as we find in our home journals. “ When we pay
the teachers as they should be paid, and when we cease over¬
crowding the schools with so many children that proper atten¬
tion to the individual child is impossible, then, and we fear
not till then, can we ‘ put it up to ’ the schools that it is
their fault and theirs alone, if our child fails of promotion
at the end of the year.” Obviously our problems are very
like those that face our colleagues on the other side of the
Atlantic.
A great deal of attention is being given at present in the
United States to what is called “ directed reading.” In 1915
the teachers of Wisconsin formed the “ Wisconsin Teachers’
and Young People’s Reading Circle.” The plan it suggests is
that all pupils of school age beyond the second grade, whether
in school or not, are to be given credit for reading. One year
of prescribed reading is to entitle to a diploma, and every
successive year of reading entitles to an additional seal on the
diploma. It is interesting to note that the Education Bureau
at Washington is taking its part in encouraging home reading
and has published some monographs on the kinds of books to
be recommended for young people. There is, however, a
certain danger in this guiding of the young people’s reading.
Grown-ups are very apt to recommend things that the young
folk ought to enjoy, rather than what they really do enjoy.
This is suggested in the “ Reading for Pleasure and Profit ”
published by the Free Public Library of Newark, N.J. It is
described as “ a list of certain books which young people find
entertaining, being chiefly books which older readers enjoyed
when they were young.” We hope that the youngsters will
justify the oldsters’ expectations, but we who are no longer
young must be prepared for a change in taste, and must not
push our antiquated preferences too vigorously.
School and Society for March 3 contains a melancholy chart
showing three increases since 1908 (1) of average salary of
Harvard professors, (2) of cost of commodities, (3) of wages
at large. The second curve meanders gently till the end of
1915, when it takes to itself wings and soars practically out of
sight of the third curve which up till then made a decent show
of keeping up with it. As for curve number one, it drags its
slow length along at the foot of the chart showing hardly any
deviation from the plain horizontal. There is room for a
similar chart on this side drawn up at the address of our
secondary and our elementary teachers.
THE EDUCATIONAL TIMES.
73
May 1, 1917.]
GENERAL NOTICES.
LATIN.
Caesar in Britain : Gallic War. Books IY and V. Edited by T. Rice
Holmes. With Map, Illustrations, and Vocabulary. (Is. 6d.
Clarendon Press.)
This edition for school use is based upon Dr. Rice Holmes’s larger
edition, published in 1914. The book contains an epitome of pre¬
ceding commentaries, very full notes, vocabulary, a detailed map,
and several illustrations.
GREEK.
A Greek Reader for Schools. Edited, with Introduction, Notes, and
Vocabularies, by C. E. Ereeman and W. D. Lowe. (2s. 6d.
Clarendon Press.)
Mr. Lowe had collected the material for a reader which should
make Greek literature possible for boys with a fair knowledge of
elementary grammar, when his military duties prevented the com¬
pletion of the book. Mr. Ereeman undertook the final form and
arrangement. The passages are from Aesop, Theophrastus, Lucian,
Herodotus, Thucydides, Xenophon, and Plato. There are notes de¬
signed to explain the difficulties that could not easily be removed from
the text, and each author is prefaced by an explanatory note. The
type is clear and well spaced.
ERENCH.
Gringoire. Comedie en un Acte en Prose. Par Theodore de Ban-
ville. Edited by A. Wilson-Green. (2s. 6d. Cambridge Uni¬
versity Press.)
Schoolboys are (at any rate outwardly) indifferent to the appear¬
ance of their schoolbooks ; but subconsciously they must experience a
satisfaction in handling a production such as this. The binding
pleases the eye, the type is clear-cut and stands out well on a
pleasant paper. The play will interest elder boys and girls. It
portrays Louis XI' in his twofold character — the amiable friend and
the unscrupulous politician. Gringoire himself is a creation of
genius. The editing is careful and exhaustive ; but for senior
pupils, who should know how to use a dictionary, the vocabulary
is superfluous.
Les Quatre Evangiles et les Actes des Apotres. Avec Notes Explica-
tives. Illustrations de Harold Copping. Version Synodale de
la Societe Biblique de France. (Is. net. Religious Tract
Society.)
The text, printed in double column, is clear and of a readable size,
and is arranged in paragraphs, the verses being indicated by small
interlinear figures. The notes, at the foot of the page, are mainly
doctrinal. The illustrations, in colour, will evoke varied opinions.
They may be characterized as well drawn and illustrative of the text ;
on the other hand, it may be felt that nothing short of genius can
represent adequately the solemn incidents of the Gospels.
Aide-Memoire of Everyday French Words and Phrases.
By Basil Readman. (3s. net. Blackie.)
Mr. Readman is quite right when he points out in his preface that
the possession of a vocabulary is essential in mastering a language.
Grammar forms and syntax may be known to perfection, but if the
words are wanting neither speaking, reading, or writing is easy.
The vocabularies here given begin with short lists of words classified
according to meaning — military terms, naval terms, sport, and so on ;
phrases arranged in the same manner follow. This Aide-Memoire
is a sizable volume printed on good writing paper. The French
words are well spaced, so that they are the more easy to learn.
Opposite each list is a blank page, on which further words can be
written ; in addition there are blank pages at the end, forming a
voluminous notebook. For boys of sixteen who want to make pro¬
gress in French, and who will take trouble, the book might prove
very useful. It is written quite frankly on time-honoured lines ; for
example, we find le lion rugit, le chien aboie, le cheval hennit each
translated fully into English ; and there are lists of words such as
le pottle, la poele, le vase, la vase. English equivalents are sometimes
best left vague : “ hope to meet again ” gives no real idea of the use
of d tantot. As much may be said of many translations in this book.
“ Siepinann’ s French Series for Rapid Reading.” — (1) La Reine des
Neiges (Alexandre Dumas) ; (2) Le Tour de France (Frederic
Soulie) ; (3) Un Secret de Medecin (Emile Souvestre). (Each 6d.
Macmillan.)
A pleasant series of interesting readers. About thirty-five pages
of text, a brief notice of the author, a vocabulary of the less
common words arranged by pages, and the minimum of necessary
notes. The volumes before us belong to the elementary section ;
they are well chosen to maintain the interest of the pupils in the
story.
( Continued on page 74.)
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A. & C. BLACK’S
FIRST (REFORM)
FRENCH COURSE
Edited by
F. B. KIRKMAN, B.A. Oxon.
A New Book for Beginners in French.
PETIT COURS PREPARATOIRE.
By L. H. Althaus, Organizing Mistress in
Modern Languages to the West Riding Educa¬
tion Committee. A two-term course, in phonetic
transcript leading up to La Premiere Annee.
May be used independently. Containing Frontis¬
piece in colours, several black-and-white illustra¬
tions and line drawing in the text. Price Is. 6d.
Chief features (1) Systematic and thorough training in the
production of French sounds ; (2) Vocabulary built up on the
sounds as taught ; (3) Intonation Exercises ; (4) all the lessons
have been practically' tested in various classrooms during the
last four to five years ; (5) LESSON NOTES (supplied gratis )
provide all the information necessary for the teacher ; (6) if
followed bythe Phonetic Edition of La Premiere Ann^e (lfere
Partie), a full year’s course in phonetic transcript is secured.
La Premiere Annee, with Coloured Plates.
LA PREMIERE ANNEE DE FRANCAIS
By F. B. Kirkman, B.A. A Day passed by an
English Boy in Paris. Sixty-three illustrations,
of which four are in colour. Eighth Edition.
Price 2s.
New features (1) Four Coloured Plates— (i) IJn Cocher
Parisien. (ii)Le Charmeur d’Oiseaux, (iii) Les Champs Elysees,
(iv) La Seine ; (2) A prefatory note containing suggestions as to
the best wayr of using the hook so as to obtain the best results.
LA PREMIERE ANNEE DE FRANCAIS.
Premiere Partie (Phonetic Edition).
Third Edition, Revised, and with the liaison of
words indicated. Transcribed by Prof. D. L.
Savory, M.A. Illustrated. With Teachers’
Lesson Notes (gratis) by L. von Glehn. Price
6d.
SOIREES CHEZ LES PASCAL.
By F. B. Kirkman, B.A. A First Reading Book.
Evenings with the Fairies. Five Coloured Plates.
Second Edition, completely Revised. Price 6d.
FIRST FRENCH SONG BOOK.
By R. B. Morgan, B.Litt. Thirty-seven Songs,
of which ten are in Phonetic Script. Airs and
Tonic Sol-fa. Second Edition. Price 6d.
COLOURED WALL PICTURES
to accompany La Premiere Anne'e de Fran$ais.
No. 1. — La Famille Pascal a Table ; No. 2. —
La Porte Saint-Martin a Paris ; a Street Scene.
Both drawn from French Models and Photo¬
graphs. Measurements: 45 by 35 in. Prices:
on linen, with rollers, varnished, 7s. 6d. net
each ; on linen, unvarnished, 5s. net each ;
unmounted, 3s. net each. Write for post card
(reproductions in colour facsimile).
All Lesson Notes foi- Teachers separate and gratis.
A complete list of texts, with recommended courses,
will he sent on application to the Publishers.
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Published by A. & C. BLACK, Ltd.,
4, 5, & 6 Soho Square, London, W. 1.
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[May 1, 1917.
74
THE EDUCATIONAL TIM.ES.
■A First French Prose Composition. Based on Conversation and Imita¬
tion. By F. W. Wilson and C. A. Jaccard. (Is. Gd. net. Bell.)
There are sixty pieces of English in the first Part of the book,
beginning with quite simple stories. Each piece has foot-notes, gram¬
mar questions, and conversational sentences in English based on the
story. Part II contains conversational questions in French and lists
of French words, each piece in Part II being based on the correspond¬
ing piece in Part I.
Qnatre Comedies. Par Alfred de Musset. Les Caprices de Marianne ;
Barberine ; On ne saurait penser d tout ; Beltine. Edited, with
Introduction and Notes, by Raymond Weeks. (3s. 6d. net.
Milford.)
The introduction gives an account of Musset’s life and work, and
occupies about eight pages. Very brief notes at the end occupy four
pages. The whole of the rest— nearly 300 pages— consists of the
four plays in good clear type and well spaced.
“ Harrap’s Shorter French Texts.” — Le Chateau de la Miser e. Ex-
trait du Capitaine Fracasse. Par Theophile Gautier. Edited
by H. Adolphe Gerard. (Is. net.)
A brief introduction gives an account of Gautier and of “ Le Capi¬
taine Fracasse.” The text occupies 50 pages. There are notes,
exercises for re translation, and a vocabulary.
Black's First German Book : Phonetic Transcription of the First
Thirty Lessons. By L. H. Althaus. (Is. 6d. Black ; also
Teacher’s Notes, Is. 6d.)
Miss Althaus is an indefatigable worker in the cause of clear
speaking, a cause that still requires much continued effort on the part
of its advocates. More teachers every year realize that the clear
analysis of sounds can be helped greatly by the use of symbols.
The German language offers a good opportunity for the scientific
study of sounds for two reasons : usually a beginner’s class in
German consists of pupils who have no previous knowledge of the
language and who consequently start with a fair field for the
teacher’s work, and, secondly, they are, as a rule, old enough to
understand the teaching. In French it is rare for the teacher in
a secondary school to be able to make a fair start. The children
have generally learnt a ‘ ‘ little French ’ ’ before, and errors of pro¬
nunciation already acquired have to be corrected. Until the teacher
of the mother tongue in its earliest stages is convinced of the value
of clear enunciation, it will be left to the teacher of modem lan¬
guages to give the instruction that will enable the pupil to train his
vocal organs.
RUSSIAN.
A School Russian Grammar. By E. G. Underwood.
(2s. 6d. net. Blackie.)
Contains the minimum amount of grammar that it is necessary to
know in order to read, write, or speak simple Russian, and is planned
either for school use or for the general beginner.
A Progressive Russian Course. By P. M. Smirnoff.
(2s. 6d. net. Blackie.)
Aims at producing a practical and simple course for beginners.
Each lesson contains Russian conversation translated into English,
vocabulary, an extract for reading, and sentences for translation into
Russian.
SPANISH.
A Practical Spanish Grammar. By Ventura Fuentes and Victor E.
Francois. (4s. 6d. net. Macmillan.)
Beginning with the simplest rules and phrases, the book gives the
student all he needs to enable him to read, write, and speak the
Spanish language. There are passages for reading, modern Spanish,
with conversation and commercial expressions, two vocabularies, and
numerous exercises. The plan adopted is to make a passage in
Spanish the basis of each lesson, grammar rules are deduced and
plenteous exercises added. There are numerous illustrations from
photographs of South American or Spanish scenes. These can be
used as subjects for conversation or descriptive writing.
ENGLISH.
English Dictations for Home Work. By Hardress O’Grady.
(Is. 4d. Constable.)
The proved utility of French Dictations for Home Work has
induced the publishers to issue this volume. For those who are not
familiar with the method, it may be stated that the book contains
a number of short extracts in English printed in phonetic symbols.
These may be written out by pupils, in the ordinary spelling, as
home-work. Of course, the use of a dictionary is not allowed.
“The Granta Shakespeare "—Cymbeline. Edited by J. H. Lobban.
(Is. net. Cambridge University Press.)
The volumes in this series are as pleasant to hold and read as any
we have seen. An advantage is that they look like ordinary books
and do not announce themselves as lesson-books. They are not
overweighted with introductions, and the notes and glossary at the
end are kept well within reasonable bounds. In this volume the
play occupies three times as many pages as the editor takes to
himself. The young reader is therefore led to the right conclusion
that the play is of greater importance than the comments.
Njal and Gunnar. A Tale of Old Iceland. By H. Malim.
(Is. Macmillan.)
This fresh volume in the series of English Literature for Secondary
Schools contains a story from Sir G. W. Dasent’s “ Story of Burnt
Njal,” retold by Mr. Malim. The story itself fills more than 100
pages. There are short introduction and notes. In the same series
selections from Le Morte d' Arthur of Sir Thomas Malory, edited by
Dorothy M. Macardle.
Some Minor Poems of the Middle Ages. Selected and arranged, with
an Introduction, by Mary G. Segar, and a Glossary by Emmeline
Paxton. (28. net. Longmans.)
This little volume has a threefold purpose. It renders accessible
to ordinary readers a number of lyrics belonging to the middle
period of English literature. The glossary makes it easy to follow
the meaning. Students of language can trace from this volume the
growth of English. Students of literature or history wTill be helped
to realize the spirit of the Middle Ages.
A First Course of English Phonetics. By Harold E. Palmer.
(2s. 6d. net. Heffer.)
The somewhat lengthy sub-title explains the aims of the writer.
He givetr “ an explanation of the scope of the science of phonetics,
the theory of sounds, and a number of articulation, pronunciation,
and transcription exercises. It may be added that the book is
clearly printed and well provided with diagrams.
Discover y and Commerce. By David W. Oates. (Gd. Macmillan.)
A new volume in “ Here and There Stories,” of the senior grade.
It contains an account of Marco Polo, the Cabots, Columbus, and
Captain Cook. There are illustrations from ancient sources.
A Shakespeare Dictionary. Part I : Julius Caesar. By Arthur E.
Baker, Borough Librarian, Taunton, England. (Is. 9d. net.
From the author.)
Mr. Baker’s object is to bring together the names of the char¬
acters, place-names and other words, whether fictitious or historical,
created or utilized by Shakespeare. The plays will be issued separately
at nominal prices and, when the work is complete, title-page and
index will be supplied. “ As You Like It ” is in preparation. Under
the heading, “ Brutus, Marcus ” (to give an example) we have a
reference to every line in the play in which the name is used, followed
by an account of Brutus’s life. Under “ Lupercal ” there are the
references and a full description of the festival.
Historical Passages for Precis Writing. By F. E. Robeson.
(2s. net. Oxford University Press.)
Mr. Robeson writes a brief introduction summarizing the rules and
methods for producing a good precis. He also cites the instructions
issued by the Civil Service Commissioners. Then follow 43 extracts
from historians, each involving about an hour’s work for writing a
precis.
Poetry for Repetition. Selected and Edited by E. H. Blakeney.
(Is. 6d. Bell.)
There are 117 pieces, mostly short, so that they can be learnt by
heart. These are taken from some eighty poets, so that a wide range
is secured. A note on poetry, brief explanatory notes on the pieces,
and an index to the poets quoted complete the volume.
English Grammar : Descriptive and Historical. By T. G. Tucker and
R. S. Wallace. (3s. net. Cambridge University Press.)
The authors have aimed at bringing a knowledge of comparative
grammar and of the historical grammar of English to bear upon our
language as it is to-day. The book is written in paragraph form for
straightforward reading, and is not intended as a classbook. Special
attention is paid to those difficulties in modem English that are felt
by all students of the language.
HISTORY.
Why Britain Went to War. By Sir Edward Parrott.
(Is. Gd. Nelson.)
Intended probably as a reader for the higher classes of public ele¬
mentary schools. It is in readable type, and contains many illustra¬
tions. It gives the story of the nations concerned in the present War,
up to the moment of its declaration.
An Experiment in Practical Civics. By E. M. White. (2d. Watts.)
Shows how a mistress at Brighton, with the help of her pupils,
arranged an exhibition illustrating the growth and present activities
of the town.
History's Background. Book I : Eurasia, including the Mediterranean
Region. The Dawn of History to the Close of the Fifteenth
Century. By J. S. Townsend and T. Franklin. (Is. 6d. net.
Macmillan.)
The authors propose a series of historical geography readers to
serve as a link between the two subjects, and show the influence of
geographical conditions upon leading historical movements. The
books are intended for senior classes of elementary schools or junior
May 1, 1917.]
THE EDUCATIONAL TIMES.
75
classes of secondary schools. Maps necessary to illustrate the text
are given.
Children of the Empire. By C. Gasquoiue Hartley and Arthur D. Lewis.
(Werner Laurie.)
Well illustrated and well printed on stout paper. Written to give
the young reader grounds for a feeling of patriotism. The authors j
describe the conditions in various parts of the Empire, and show how
liberty grew.
The Earliest Voyages Round the World, 1519-1617. Edited by Philip
F. Alexander. (3s.net. Cambridge University Press.)
Contains the voyages of Magellan, Drake, Cavendish, Le Maire,
and Houten, with an introduction and notes by the editor.
The Towns of Roman Britain. By the Rev. J. O. Bevan.
(2s. 6d. net. Chapman & Hall.)
Mr. Bevan writes an introduction which enables the reader to
understand the Roman invasion and follow its course geographically,
and adds notes on some thirty towns of Roman origin.
Australia. By J. W. Gregory.
(Is. 3d. net. Cambridge University Press.)
Prof. Gregory aims at giving, within the limits of a brief sketch, a
fairly complete account of the country — its discovery and early his¬
tory ; its political development, together with social and industrial
conditions ; its flora, fauna, natural features, and products.
This Realm, This England! Born Again. Short National Studies by
John Kirkpatrick. (Is. 6d. net. Simpkin, Marshall.)
The author, Emeritus Professor in the University of Edinburgh,
would stir the nation to a serious consideration of the problems raised
by the War, and deals with National Service, citizenship, industries,
religion, drink, strikes, and reform.
Japan : From the Age of the Gods to the Fall of Tsingtau.
By F. Hadland Davis. (2s. 6d. net. Jack.)
This volume belongs to “The Nation’s Histories,” a new series
designed to give a clear and interesting account of various nations
from the earliest times. There are many illustrations, an index, and
appendixes giving the latest information available as to present in¬
dustrial and social conditions.
The German Colonial Empire : its Beginning and Ending. By Paolo
Giordani. Translated by Mrs. G. W. Hamilton. (2s. 6d. net.
Bell.)
The writer traces the origin of German Colonial expansion, sketches I
the German Colonies and their activities, and shows how the idea of
Welt-Politik arose.
The Government of the United Kingdom : its Colonies and Dependencies.
By Albert E. Hogan. Third edition, revised and enlarged.
(2s. 6d. Clive.)
Dr. Hogan’s book, specially written to meet the requirements of
candidates preparing for the Teacher’s Certificate Examination, has
already run through two editions. The preparation of the third
edition, involving certain changes and additions up to 1911, has been
entrusted to Mr. A. W. Parry.
RELIGION.
The Books of Ezra and Neliemiah. By T. W. Crafer.
(Is. 6d. net. Cambridge University Press.)
Contains the text in clear, though rather small, type of the
Revised Version, with abundant foot-notes, simple enough for young
students, but containing the main results of modem scholarship.
Dr. Crafer writes a full historical and explanatory introduction.
The Cross of Job. By H. Wheeler Robinson.
(Is. 6d. net. Student Christian Movement.)
The contents of this book have been given as lectures to non-
theological students, and the author thinks that they may serve as
an introduction to “ one of the most fascinating ” books of the Old
Testament. The general line taken is that critical study brings
gain rather than loss to a devotional use of the Bible, while the
study of the Old is necessary to an understanding of the N ew
Testament. Appendixes contain help for systematic study.
The Student's Catholic Doctrine. By Charles Hart.
(3s. 6d. net. Washbourne.)
A complete statement of the doctrine of the Church of Rome for
the use of students in colleges, prospective teachers, and intending
converts.
The Jesus of History. By T. R. Glover. With a Foreword by the
Archbishop of Canterbury. (3s. 6d. net. Student Christian
Movement.)
The book has grown out of lectures upon the historical Jesus given
recently in many cities in India. The aim is to suggest lines of
study that will deepen love of and interest in Jesus. The Arch¬
bishop commends it confidently.
[Continued on page 76.)
450 MEDALS & PRIZES 1 1
STUDENT’S ELEMENTARY
BOOKKEEPING
By ARTHUR FIELDHOUSE, Accountant,
66 West Parade, Huddersfield,
who will forward copy Index and Specimen Pages on receipt of
Post Card addressed to Box A 27, Huddersfield.
364 Pages. 2 1 st Edition. Post Free, 2s.
100 Exercises. 350 Questions.
Teacher’s Specimen Copy, from Author only, is. 4d.
The ONLY TEXTBOOK to which there is a FULL KEY.
While this textbook more than covers all Elementary Exam¬
inations in this subject, its special design is to meet the require¬
ments of the excellent Syllabuses issued by the Society Of Arts,
West Riding County Council, the College of Preceptors,
Oxford and Cambridge Locals, the London Chamber of
Commerce, and the National Union of Teachers.
The Exercises and the principles introduced therein are so
carefully graded in point of difficulty that the student is trained
to work the most difficult set of transactions without being appalled
at any stage of his study. No exercise is too long or too compli¬
cated to be completed between each lesson. The Questions will
be found very useful for testing the student’s knowledge at each
stage of his work. Examination Papers of the Society of
Arts, the W.R.C.C., and College of Preceptors are included.
THE STUDENT’S
BUSINESS METHODS
and
COMMERCIAL CORRESPONDENCE.
By ARTHUR FIELDHOUSE, Accountant,
66 West Parade, Huddersfield,
who will forward Specimen Pages and Index on receipt of Post
Card addressed to P.O. Box A 27, Huddersfield.
Eighth Edition. 380 Pages.
2s. 6d. Post Free. '
80 TEST and EXAMINATION PAPERS,
containing 1,300 QUESTIONS.
This is the only practical, up-to-date book on Commercial
Correspondence and Office Work, and is characterized by the
qualities that have made the author’s other textbooks so popular.
The lessons are well graduated, and the teacher is saved the
drudgery of preparing Test Papers, one of which follows every
chapter, in addition to numerous Examination Papers. PRAC¬
TICAL Work is provided in the Series of Business Trans¬
actions included is some of the Test Papers. It is the only
Complete Guide, covering all the Elementary Examinations.
Small-priced books may be had on the subject, but as they do not
cover the Syllabuses they are dear at a gift. Efficiency should be
the first consideration. It is an excellent Handbook for the
Junior in the Office. Teacher’s Specimen, from Author
only, Is. 7d. post free.
London: SIMPKIN, MARSHALL, HAMILTON, KENT « Co., Ltd.
London : SIMPKIN, MARSHALL, HAMILTON, KENT S Co., Ltd;
76
THE EDUCATIONAL TIMES.
[May 1, 1917.
MATHEMATICS.
Second Year Mathematics for Secondary Schools. By Ernst R. Breslieh.
(4s. net. Cambridge University Press.)
This volume carries on the work begun in Mr. Breslich’s “ First
Year Mathematics.” Technically a second edition, it is, as the
preface states, a new contribution with its own plans and purposes.
It may be used by classes that had only algebra during the first
year.
Revision Papers in Arithmetic. By W. G-. Borchardt.
(Is. 6d. ; with answers, 2s. Rivingtons.)
A useful book for examination purposes. Many of the examples
given are taken from recent papers set by the various examining
bodies that deal with secondary schools. There are 100 papers, each
containing seven examples, and, in addition, 150 miscellaneous
problems.
William Ouyhtred : A Great Seventeenth Century Teacher of
Mathematics. By Florian Cajori. (4s. net. The Open Court.)
Contains a biography, an account of his principal works, and
a discussion of his views and influence in the mathematical world.
Housecraft Arithmetic. By Theodora Mellor and Hilda H. Pearson.
(Is. 6d. Longmans.)
A volume in Longmans’ Housecraft Series for Secondary Schools. I
The work covers areas, volume, bills, metric system, graphs, invest¬
ments, house accounts, taxes, banking, and the examples are taken
in connexion with domestic consumption.
The Geometrical Lectures of Isaac Barrow. Translated by J. M. Child.
(4s. 6d. net. Open Court.)
The translator gives notes and proofs, and discusses the advance
made by Isaac Barrow on the work of his predecessors in infinitesimal
calculus. A portrait of Isaac Barrow is given.
Analytic Geometry. By W. A. Wilson and J. I. Tracey.
(3s. 6d. net. Harrap.)
The purpose of this volume is to present to the student those
parts of the subject that are essential for the study of the calculus.
Classes that aim at covering the ground in one year may do so by
omitting certain of the chapters without breaking the continuity of
the course. The authors have based their book on a pamphlet
written by Prof. William Beebe.
Algebra : Theoretical and Applied. A Class-Book for Secondary,
Higher Elementary, and Technical Schools. By A. H. Bell.
(4s. 6d. Blackie.)
An extract from the preface contains a criticism, sometimes well-
founded, of mathematical work in schools, and indicates the author’s
aim: “Although some boys find a satisfaction in juggling with
meaningless symbols, the application of algebra to practical problems
rouses their interest and fills them with enthusiasm.” It is this
quality, the substitution of problems the practical use of which is
clear to the student, for academic and meaningless calculations that
gives the book its value.
SCIENCE.
One Hundred Chemical Problems. Suitable for University, Local, and
other examinations. By E. Arthur Mason. (6d. net. Bell.)
A useful little book for test work.
Science in the School. Being Three Letters to the Literary Supplement
of The Times. By Sir Clifford Allbutt. (6d. net. Heffer.)
Straightforward (and deserved, as many people will think) blojvs
at the want of method in school teaching that may well be felt by
schoolmasters. “ Excellent fellows,” says the writer, come up to the
University from the schools, “ but of learning, as a rule, their minds
are a blank.”
Chemistry for Beginners, and for use in Primary and Public Schools.
^ By C. T. Kingzett. (2s. 6d. net. Bailliere.)
The author is convinced that an elementary knowledge of chemistry
should be given to every boy ; and he has prepared this book in such
a way that, even where there are no facilities for demonstrations or
for practical work, its use as a reading book may be found helpful.
General Chemistry for Colleges. By Alexander Smith.
(6s. 6d. net. Bell.)
This, a second edition of a widely used book, has been entirely re¬
written, with a view to removing difficulties at the beginning, and
making additions that are of importance to prospective students of
biology and medicine.
The Study of Animal Life. By J. Arthur Thomson.
With Illustrations. Revised Edition. (6s. net. Murray.)
Prof. Thomson’s book is well known and has run through
several editions during the twenty five-years of its life. The plan
involves four divisions (1) the life and activities of animals ;
(2) form and structure ; (3) race ; (4) evolution. In other words’
Physiology, Morphology, Embryology, and iEtiology. The book is
printed in good type, and there are many illustrations.
Nature Study Lessons. Seasonally arranged. By J, B. Philip.
(2s. 6d. net. Cambridge University Press.) .
There are twelve chapters, three for each of the four seasons of the
year. In each chapter a plant typical of the season is studied. The
author’s photographs of the work are reproduced. The book is
intended for pupils of from eleven or twelve up to fourteen years of
age, both in primary and in secondary schools.
Farm Spies : How the Boys Investigated Field Crop Insects.
By A. F. Conradi and W. A. Thomas. (Macmillan.)
The authors have written a number of stories about insect pests in
which the facts are correct and the action proposed scientific. The
form is interesting. The boll-weevil is introduced in a story entitled
•“A Great Fight to Save the Cotton,” and the other common pests
are dealt with in the same way. A book that should have a vogue
in the United States.
An Introduction to a Biology, and Other Papers. By A. D. Darbishire.
(7s. 6d. net. Cassell.)
A. D. Darbishire is best known for his work in further investiga¬
tion of the laws of heredity as laid down by Mendel. His influence
was already felt among biologists, and his powers would have enabled
him to continue his researches with the certainty of adding valuable
contributions to the science of biology had he not fallen a victim to
the European War. In this volume are collected such literary re¬
mains as were still unpublished. The introduction to biology that he
had planned is incomplete ; but enough is written to show how he
joins forces with Samuel Butler and Bergson, and opposes the exist¬
ing schools of biologists. In Darbishire’s opinion the study of biology
must include man, and man not as an isolated piece of mechanism,
but in relation to the tools by which he expresses himself. It would
seem that biologists had fallen into the old error of the political
economists, who dealt with man as an inanimate machine. The new
biology must perforce, since Darbishire has lived, revise its limita¬
tions, and study man as a being with a soul, which may have, and
probably has, been responsible for the material form.
HANDCRAFT.
Soft Toys and How to Make Them. By E. A. Hickman. Illustrated.
(2s. net. Robert Scott.)
This book may well help to introduce a pleasing variety into the
handwork of young children. The letterpress is well printed, and the
directions are clearly given. There are paper patterns to be used for
each toy, and there is a photograph of the completed doll, rabbit, or
elephant.
“ Longmans’ Housecraft Series for Secondary Schools.” — The High
School Cookery Book. By Grace Bradshaw, with Preface by Sara
A. Burstall. Diagrams. (2s. 6d. Longmans.)
Miss Bradshaw has had a long and successful experience in teaching
cookery in high schools. This book is the result of her work in plac¬
ing the art of cooking on a scientific basis in accordance with the
views now generally held, which demand that the chemistry of the
subject should be studied. This line is taken in the more advanced
examinations, taken at the conclusion of the high-school course, and
for these the books will be found suitable.
Needlecraft in the School. By Margaret Swanson. Introduction by
Prof. John Adams. Coloured plates and other illustrations.
(5s. Longmans.)
Prof. Adams’s introduction would make any reader wish he were
in a position to work through Miss Swanson’s book with small boys
and girls : for it is not only to girls that the book is addressed. The
power to use a needle does not make our naval handy-men less manly,
but Miss Swanson is a careful observer, and does not expect the two
sexes to produce the same type of work. Section I is for children up
to twelve years (including boys’ sewing) ; Section II (over twelve),
millinery ; Section III for training college students. The book is
very fully illustrated with diagrams, and there are coloured plates of
more elaborate embroideries. Certainly a book to be considered by
all teachers of needlecraft.
NOT CLASSIFIED.
Be a Man ! A Word in Season to Junior Boys. By H. Bucknall.
Preface by Sir John McClure. (2s. 6d. net. Harrap.)
In his brief preface Sir John McClure says : “ It is rarely indeed
that one comes across a series of such good, strong, straightforward
talks to boys.” After reading the book we can whole-heartedly
endorse this opinion. Mr. Bucknall is neither a preacher nor a sen¬
timentalist, but he knows his schoolboy, and how to lead him on to
make the best of his powers, to win courage, honesty, seriousness,
and clear thinking. Other schoolmasters, and parents also, may
profit from Mr. Bucknall’ s talks, which could, on occasion, be read
aloud to boys.
Oxford University Handbook. Being the twenty-first edition of the
“Student’s Handbook,” revised to September 1914 and with
Addenda, December 1916. (2s. 6d. net. Clarendon Press.)
The index and table of contents enable the reader to find the in¬
formation he wants without trouble. The necessary details are given
as to conditions of residence, courses of study, examinations, and
scholarships.
May 1, 1917.] THE EDUCATIONAL TIMES.
“ Macmillan’s Commercial Series.” — The Science and Art of
Salesmanship. By Simon Robert Hoover. (3s. 6d. net.
Macmillan.)
The writer of this book is the Principal of a High School of
Commerce in the United States, and the volume is intended for school
use. It is directed rather at the Traveller who sells wholesale to the
retailer, than to the counterman who sells to the individual user of
the commodity. It is well written and would certainly prove both
interesting and helpful to the Commercial Traveller.
The Next War : The British Industries Fair. By C. H. Betts and
Matthias Watts, (ls.net. Simpkin, Marshall.)
The Board of Trade have decided to organize after the War a huge
industrial fair on the lines of the well-known Leipzig Fair. The
present volumes explain the objects of the movement and urge upon
business men the need for it. There are many portraits of industrial
leaders.
Handwriting. — (1) Handwriting in the Light of the Present Bay
Requirements. By G. C. Jarvis. (Is. net.) (2) Free- Arm
Writing Booh (to accompany above). (6d. net.) (George Philip.)
Mr. Jarvis addresses teachers and woidd persuade them that hand¬
writing is an art not to be neglected and one that can be acquired
with industry. The style he advocates is very clear and free from
affectation.
1 Sometimes Think. Essays for Young People. By Stephen Paget.
(5s. net. Macmillan.)
Mr. Paget, who tells us in his preface that he looks forward to the
title of ‘ ‘ Old Fossil ” bestowed by his grandchildren, writes a series
of essays in a pleasant and leisurely mood of philosophizing. The
reader who is not feeling hurried and who likes to linger awhile over
subjects that have no direct bearing on examinations or professional
advancement will find much to interest him in London, moving pic¬
tures, words, and science. But a word of warning may be given.
The word “ young ” is comparative. As in a previous title of Mr.
Mr. Paget’s, the young people concerned must be at least eighteen
years of age in order to enjoy the book.
The British Boys' Annual. (5s. Cassell.)
A large volume, printed in double column, profusely illustrated
and containing stories and articles by well known writers for boys.
The Empire in Arms. An account of the British Army, the British
Navy, and the Indian and Colonial Forces : their Work, Weapons,
and Organization for War. Edited by Herbert Strang. (6s. net.
Frowde.)
A portentous book, requiring the table or the floor for its support.
The detailed information given of trenches and guns, explained by
diagrams, will be found of great interest. There are many double¬
page illustrations, measuring 14 inches across.
THEOSOPHY.
An Outline of Theosophy. By C. W. Leadbeater.
(The Theosophical Publishing Society.)
The reader is told which are the general principles of Theosophy
and is assured that, when he has grasped them, he will be freed
from the fear of death, have no sense of injustice against his sur¬
roundings, and will lead his life in a fuller and wider sense.
DRAWING.
Model Brawing : Geometrical and Perspective. With Architectural
Examples. By C. Octavius Wright and W. Arthur Rudd.
Illustrated by over 300 diagrams. (6s. net. Cambridge Uni¬
versity Press.)
The joint authors are teachers in a secondary school, convinced
by their experience that the cube, the sphere, and other formal
geometrical models fail to arouse the real interest of the pupils or
stimulate their imagination. Consequently architectural forms are
here employed with a suggestion of historical development of
architecture ; but the book does not aim at being an architectural
textbook. •
NAMES.
Surnames. By Ernest We ekley. (6s.net. Murray.)
Prof. Weekley, whose hobby outside his University work has for
some years been the study of names, has now issued a new volume to
supplement the Romance of Names which he previously issued. The
subject is fascinating, and apparently without limits. The index of
this volume contains some 6,000 names, but that by no means
exhausts the full list. The plan of the book is to study certain
groups of names together — e.g. names arising from occupations,
from physical characteristics, from costume, or from corruption of
place-names.
GARDENING.
Everybody' s Flower Garden. By H. H. Thomas.
(Is. net. Cassell.)
A handy little book, freely illustrated, giving the varied informa¬
tion on making and keeping a garden that the amateur is likely to
want.
77
PUBLICATIONS RECEIVED.
EDUCATION.
Hindu Mind Training. By an Anglo-Saxon Mother. With an In¬
troduction by S. M. Mitra. Longmans, 10s. 6d. net.
How we Learn : a Short Method of Scientific Training for Boys. By
W. H. S. Jones. Cambridge University Press, Is. 6d.
The Old Grammar Schools. By Foster Watson. Cambridge Uni¬
versity Press, Is. 3d. net.
Report of the Conference on New Ideals in Education, held at Oxford
July 1916. 24 Royal Avenue, Chelsea, 2s.
German and English Education : a Comparative Study. By Fr. de
Hovre. Constable, 2s. 6d. net.
The Permanent Values in Education. By Kenneth Richmond. In¬
troduction by A. Clutton-Brock. Constable, 2s. 6d. net.
Teaching High School Latin : a Handbook. By Josiah Bethea
Game. Cambridge University Press, 4s. net.
Science and Education : Lectures delivered at the Royal Institution
of Great Britain. Edited, with an Introduction, by Sir E. Ray
Lankester. Heinemann, Is. net.
Why Should we Learn French? By Stanley Leathes. Clarendon
Press.
CLASSICS.
A Greek Reader for Schools. Adapted from Aesop, Theophrastus,
Lucian, Herodotus, Thucydides, Xenophon, Plato. Edited, with
Introductions, Notes, and Vocabulary, by C. E. Freeman and
W. D. Lowe. Clarendon Press, 2s. 6d.
Caesar in Britain. Edited by T. Rice Holmes, with Vocabulary
compiled by George G. Loane. Clarendon Press, Is. 6d.
FRENCH.
Gringoire. Comedie en un Acte. Par Theodore de Banville. Edited
by A. Wilson-Green. Cambridge University Press, 2s. 6d.
Les Quatre Evangiles et les Actes des ApOtres. Avec Notes Expli-
catives. Illustrations de Harold Copping. Version Synodale
de la Societe Biblique de France. Religious Tract Society,
Is. net.
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78
THE EDUCATIONAL TIMES.
[May 1, 1917.
Poetry for Repetition. Selected and Edited by E. H. Blakeney.
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Science Made Easy.
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MTt No handier hook than this could be used in primary and public
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Gospel of St. John
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Robinson der Jtingere, Text ...
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80
THE EDUCATIONAL TIMES.
[May 1, 1917.
1917.
THE COLLEGE OF PRECEPTORS
INCORPORATED BY ROYAL CHARTER
BLOOMSBURY SQUARE, LONDON, W.C.1.
LECTURES FOR TEACHERS
ON THE
SCIENCE, ART, AND HISTORY OF EDUCATION.
COURSE OF TWELVE LECTURES ON
THE ESSENTIALS OF EDUCATIONAL PSYCHOLOGY.
To be delivered at The College of Preceptors, Bloomsbury Square, London, W.C.T.
By JOHN ADAMS, M.A., B.Sc., LL.D., F.C.P.,
Professor of Education in the University of London.
The Course of Lectures (the First Course of the Forty-fifth Annual Series) began on Thursday, February 8th, at 6 30 p.m.
The Course is meant to meet the needs of teachers who wish to improve their acquaintance with what underlies the principles of their
profession, whether they have any examination in view or not. The lecturer will treat his subject in such a way as to fit in with the require¬
ments of the College in connexion with examinations for the Associateship, the Licentiateship, and the Fellowship. The reading of the
students will he guided, and problems set for their exercise. Every opportunity will he taken of making practical applications of psycholog¬
ical principles to the work of the classroom.
SYLLABUS.
VIII. (May 3.) Invention and the Mental Flash. — Place of invention in
school work : why it has been so little dealt with in school : wide range of inven¬
tion: pupil is inventing all the time: two ways of learning— stepwise and total wise:
the mind works totalwise in invention : the place of “ the problem ” in school
exercises : school training in invention : the flash of insight.
IX. ( May 10. ) Instinct and Habit. — Nature of instincts and their relation to
intellect : educability and eradicability of instincts : their function in the race
and in the individual : relation between instinct and habit : Rousseau’s con¬
demnation of habit-forming : place of consciousness in relation to the habitual :
accommodation and correlation.: the “ bundle of good habits.”
X. {May 17.) The Affective Aspect.— Every intellectual process has an ac¬
companying affective tone : the Freudian dissociation : the emotions and their
control : the mechanism of the emotions : their function in spiritual life : their
manipulation by the educator : distinction between the emotions and the senti¬
ments : McDougall’s theory of the relation between the emotions and the
instincts.
XI. (May 24). The Will and its Training. — Daemonic view of the will, and
its dangers: personality and character: the theory of the “inner court”:
nature of motives : the fallacy underlying the phrase “ the strongest motive ” :
desire and will : origin of the will : possibility of training the will : meaning of
the terms “ weak will,” “ breaking the will ” : aboulia .- educational implica¬
tions of the freedom of the will.
XII. (May 31.) Experimental Psychology. — Fundamental assumption un¬
derlying this branch of psychology : special characteristics of this branch :
experience and experiment : free experiment and laboratory experiment :
instruments and methods used in experimental psychology : the statistical
method : correlation and other formulae : relation between experimental psy¬
chology and experimental pedagogy.
FEES FOR ADMISSION.
Half-a-guinea for the whole Course. Two shillings for a single Lecture.
*** Members of the College have free admission to the Course.
The Journal of Education.
A Monthly Record and Review.
Notice of Increased Price. |
The price of “ The Journal of Education ” is
now EIGHTPENCE per copy ; Ninepence !
post free. Prepaid Subscription, Nine shillings
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“The Journal of Education,” now the oldest
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THE
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A MONTHLY MAGAZINE OF EDUCATIONAL
WORK AND PROGRESS.
'J'HE aim of “The School World” is to
provide teachers with information of
practical and permanent value. To this end
all important changes and developments
affecting education are dealt with by leading
authorities and experienced teachers.
The magazine is indispensable to all edu¬
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with modern methods of education.
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*** A new volume began with the January number.
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London; Printed by C. F. Hodgson & Son 2 Newton Street, Kingsway, W.C. ; and Published by Francis Hodgson, 89 Farringdon Street, E.C,
l Entered at the New York Post Office as Second Class matter.]
THE
Educational Times
AND
JOURNAL OF THE COLLEGE OF PRECEPTORS
Yol. LXX No. 663
AUGUST 1, 1917
Published Quarterly. Price, to
Non-Members, 6d. ; by post, 7d.
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THE
COLLEGE OF PRECEPTORS.
Incorporated by Royal Charter.
BLOOMSBURY SQUARE, W.C. 1 .
GENERAL MEETING.
The Half-Yearly General Meeting of the
Members of the Corporation will be held at
the College, Bloomsbury Square, on Satur¬
day, the 27th of October, 1917, at 3.30 p.m.
LECTURES FOR TEACHERS.
A Course of Twelve Lectures on
“ The Ideal and the Actual in Present
Day Education,’’ by Professor John
Adams, will begin on Thursday, the
27th of September, at 6.30 p.m.
For Syllabus, see page 124.
EXAMINATIONS.
Diplomas. — The next Examination
of Teachers for the Diplomas of the College
will begin on the 31st of December, 1917.
The Summer Diploma Examination has
been discontinued.
Practical Examination for Certifi¬
cates of Ability to Teach. — The next
Practical Examination will be held in
February, 1918.
Certificate and Lower Forms Ex¬
aminations. — The Midsummer Examina¬
tions will begin on the 3rd of December,
1917.
Entry forms must be returned by the 22nd
of October.
Professional Preliminary Examina¬
tions. — The next Examination will begin
on the 4th of September, 1917.
Entry forms must be returned by the 7th
of August.
Commercial Examinations. — An Ex¬
amination for Certificates of Proficiency in
Commercial Subjects will be held in
December, 1917.
The Regulations for the above Examina¬
tions can be obtained on application to the
Secretary.
G. CHALMERS, Secretary.
&
THE ASSOCIATED BOARD
-1- OP THE R.A.M. AND R.C.M.
FOR LOCAL EXAMINATIONS IN MUSIC.
Patron: HIS MAJESTY THE KING.
LOCAL CENTRE EXAMINATIONS (Syllabus A).
Examinations in Theory held in March and Novem¬
ber at all Centres. In Practical Subjects in Marcli-
April at all Centres, and in the London District and
certain Provincial Centres in November-December
also. Entries for the November-December Ex¬
aminations close Wednesday, October 17th, 1917.
SCHOOL EXAMINATIONS (Syllabus B).
Held throughout the British Isles three times a
year, viz., October-November, March-April, and
June-July. Entries for the October-November Ex¬
aminations close Wednesday, October 10th, 1917.
Specimen Theory Papers set in past years (Local
Centre or School) can be obtained on application.
Price 3d. per set, per year, post free.
The Board offers annually SIX EXHIBITIONS,
tenable at the R.A.M .or R.C.M. for two or three years.
Syllabuses A and B, for 1917 or 1918, the Syllabus
in Ear Training and Sight Singing, entry forms and
any further information will be sent post free on
application to—
JAMES MUIR, Secretary,
15 Bedford Square, London, W.C. 1.
Telegrams : “ Associa. London.”
'inmver9it\>
Corresponfcence College.
(FOUNDED IN 1887.)
I
Principal: William Briggs, LL.D., D.C.L.,
M.A., B.Sc.
If tee (3mbe$
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The Higher Examinations for the Diplomas of
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In the Educational Department students are
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'JJNIVERSITY
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L.L.A. DIPLOMA FOR WOMEN.
The attention of Candidates is drawn to the
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Examinations are held at Aberdeen, Birmingham,
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82
THE EDUCATIONAL TIMES
[Aug. 1, 1917
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THIS Agency has been established
for the purpose of enabling Teachers to find
work without unnecessary cost. All fees have
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cover the working expenses.
No Registration Fees are charged to members of
the above Associations, and their Commissions are
reduced.
Hours for Interviews in August :
11.30 a.m. to 1 p.m., and 3 to 4 p.m.
Saturdays, 11.30 a.m. to 1 p.m.
When possible, special appointments should be
arranged.
Registrar, Miss ALICE M. FOUNTAIN.
JOINT SCHOLASTIC AGENCY.
23 Southampton St., Bloomsbury Sq., W.C. 1.
This Agency is under the direction of a Committee
representing the following leading Educational
Associations : —
Open air Gymnasium and Sports Ground attached.
Preparation for Public Examinations in Science,
Swedish Gymnastics, Massage. Scholarships, value
4540 and £20, offered annually.
Principal : Miss E. Spelman Stanger, Member of
the Incorporated Society of Trained Masseuses,
Sunray Avenue, Herne Hill, S.E.
ENGINEERING AND TECHNICAL OPTICS.
Northampton poly¬
technic INSTITUTE,
ST. JOHN STREET, LONDON, E.C.
ENGINEERING DAY COLLEGE.
Full Day Courses in the Theory and Practice of
Civil, Mechanical, and Electrical Engineering will
commence on Monday, 1st October, 1917. The
Courses in Civil and Mechanical Engineering in¬
clude specialization in Automobile and Aeronauti¬
cal Engineering, and those in Electrical Engineering
include specialization in Radio- Telegraphv.
ENTRANCE EXAMINATION on Tuesday and
Wednesday, 25th and 26th September, 1917. These
courses include periods spent in commercial work¬
shops and extend over four years. They also prepare
for the Degree of B.Sc. in Engineering at the Univer¬
sity of London. Fees, £15 or £11 per annum.
THREE ENTRANCE SCHOLARSHIPS of the
value of £52 each will be offered for competition at
the entrance examination in September, 1917.
TECHNICAL OPTICS.
Full and. Part Time Courses in this important
department of Applied Science will be given in
specially equipped laboratories and lecture rooms
AN AITCHESON SCHOLARSHIP (value £30)
will be offered in this department at the Entrance
Examination.
Full particulars as to fees, dates, &c., and all infor¬
mation respecting the work of the Institute, can he
obtained at the Institute, or on application to
R. MULLINEUX W A LMS L E Y , D.Sc., Principal.
WANTED, an educated woman as
TRAVELLING SCIENTIFIC TEMPER¬
ANCE LECTURER and 1 ISITOR for the National
British Women’s Temperance Association. Total
abstainer essential. Salary according to qualifica¬
tions.— Apply, with full particulars, to Miss Hunt,
47 Victoria Street, S.W. 1.
Principal: Miss Katharine L. Johnston, B.A.
London, M.A. Sheffield, Girton College, Moral
Sciences Tripos, Cambridge Teachers’ Train¬
ing Certificate.
Preparation for the Teaching Diploma of the
London University for the Certificate of the Cam¬
bridge Teachers’ Training Syndicate and for the
National Froebel Union Higher Certificate, Parts
I and II.
Demonstration School attached to the College ;
and practice for Students in neighbouring schools
under the supervision of specialists.
Tuition fees £24. A number of Scholarships from
£12 to £24 offered to Students with a Degree or its
equivalent. Loan Fund.
Particulars of College Hall and Registered Lodg¬
ings can be obtained from the Principal at The
Maria Grey College, Salusbury Road, Brondesbury,
London, N.W.
Mrs. curwen’s piano¬
forte METHOD.
EAR TRAINING AND SIGHT SINGING
FROM SOL-FA AND STAFF.
TRAINING CLASSES for MUSIC TEACHERS
are held on Saturdays and Wednesdays at Wigmore
(late Bechstein) Hall Studios, Wigmore Street, by
Miss Scott Gardner and Miss Margaret
Knaggs, A.R.C.M. Lessons by Correspondence
may be had if desired. Address— Miss Gardner,
or Miss Knaggs, at the Studio.
SCHOOLS FOR SALE.- (Surrey.)
UJ Lady removing Boarders to London wishes to
dispose of day connection, about 29 pupils. Few
boarders may remain. Fine premises, excellent
gymnasium, good grounds. (1823 S.). — (Hereford¬
shire.) Old-established Girls’ Day and Boarding
School. Income about £1,000. Capitation fees
accepted. (1,805 S.) — (London, W.) Day con¬
nection, 28 pupils. (1,826 S.) — School for Girls
and Small Boys, 12 miles from London. 18 daily
pupils, 8 boarders. Goodwill £50. (1,825 S.)—
Others England, Scotland, Ireland.— Hooper’s,
13 Regent Street, London. Established 1881. Also
Boys’ Schools. (Seaside.) 45 day pupils, 12 boarders,
goodwill, capitation fees. (1,822 S. )— (County town. )
24 miles London, 50 day pupils, 7 boarders. Prin¬
cipal (teaching 40 years) wishes to retire. (1,786 S.)
HEAD MASTERS’ CONFERENCE.
INCORPORATED ASSOCIATION OF HEAD MASTERS.
C0LLECE OF PRECEPTORS. TEACHERS’ CUILD.
ASSOCIATION OF ASSISTANT MASTERS.
HEAD MASTERS OF PREPARATORY SCHOOLS.
WELSH COUNTY SCHOOLS ASSOCIATION.
ASSOCIATION OF TECHNICAL INSTITUTIONS.
Registrar : Mr. E. A. VIRGO.
The object of this Agency is to render assis¬
tance at a minimum cost to Masters seeking
appointments. The lowest possible fees are
therefore charged.
Interviews by appointment from 12 noon to 1.30
p.m., and from 3 p.m. to 5 p.m. ; on Saturdays, from
11 a.m. to 12.30 p.m.
A PROSPECTUS will be sent on application.
TWO MISTRESSES required,
School (Cheshire), teach between them Eng¬
lish, Latin, Modern Geography, History, Arithmetc,
Mathematics, grammatical French. Prepare to
Oxford Senior, London Matric. standard. Ex¬
perience ; good disciplinarians. Salaries about £60
each (resident). Many other excellent school
vacancies. — Hooprr’s, i3 Regent Street, London.
Established 1881. No charge till placed. Stamp.
FOR SALE.-OYMN.4STIC Ap¬
paratus. Bridge laddei’, parallel bars,
mattresses, &c., mistresses’ desks, K.G. table, &e.
Lists sent, — Box S. 100, “ Educational Times,”
89 Farringdon Street, London, E.C. 4.
VICTORIA HUT, TERMINUS PLACE, S.W.
LUNTARY HELPERS
wanted as WAITRESSES from 11 a.m.
until 3 p.m. during August and September at the
above Canteen for Women War Workers.
Apply— Mrs. Percy Boulnois, Superintendent
of Helpers, at 12 noon, for further particulars.
Science Made Easy. |-
CHEMISTRY FOR BEGINNERS.
BY
C. T. KINGZETT, F.I.C., F.C.S.
Past Vice-President, Society of Public Analysts;
Hon. Member, Societe Franqaise d’ Hygiene.
fTT handier book than this could be used in primary and public
VI I schools for instilling into the mind of pupils the knowledge of the
jU essentials of chemistry and physics.
It is written in an interesting and entertaining style, and in such a
manner that any section of it may be used advantageously even when
there are no facilities forgiving practical laboratory demonstrations or
illustrative chemical experiments.
PRICE 2/6 NET.
Published by BAILLIERE, TINDALL, & COX
8 Henrietta Street, Covent Garden, London.
CAREY’S “GRADUS AD PARNASSUM,"
WITH THE ENGLISH MEANINGS.
Revised, Corrected, and Augmented by a Member of the
University of Cambridge.
Post 8vo, cloth , price 7s.
THE STATIONERS’ COMPANY, Stationers’ Hall. London.
The London School of Dalcroze Eurhythmies,
23 STORE STREET, W.C.l.
(The Dalcroze School of Eurhythmies, Ltd.)
Under the personal inspection of Monsieur Jaqurs-Dai.croze, of Geneva.
Director: PERCY B. INGHAM, B.A.
The Autumn Term commences September 26th.
Aug. 1, 1917.]
THE EDUCATIONAL TIMES
83
EDUCATIONAL AGENCY.
(Established over 80 Years.)
Proprietors : —
Messrs. Griffiths, Powell & Smith.
Offices : 12 & 13 Henrietta Street,
Covent Garden, London, W.C.2.
Telegraphic Address : —
“ Schoiasque, Westrand, London.”
Telephone:— 7021 Gerrard.
Scholastic.
Head Masters and Principals of Public
and Private Schools desirous of engaging quali¬
fied and well recommended English or Foreign Resi¬
dent, Non-resident, or Visiting Assistant Masters,
•can have eligible Candidates introduced to them
(free of charge) by stating their requirements to
Messrs. Griffiths, Powell & Smith.
A List of Vacancies will be forwarded on
application to Graduates and other well qualified
Assistant Masters seeking appointments for
next term.
Schools Transferred and Valued. Part¬
nerships arranged. Ho charge unless
sale effected. List of Boys’ and of Girls’
Schools and School Partnerships for Sale,
sent Gratis to intending Purchasers, TO
WHOM NO COMMISSION IS CHARGED.
Assistant Mistresses.
Head Mistresses and Principals of Public
and Private Schools requiring English or
Foreign Assistant Mistresses can, on appli¬
cation to Messrs. GRIFFITHS, POWELL
& SMITH, have suitable Candidates placed
in immediate communication with them
free of charge.
A List of Vacancies will be forwarded to
English and Foreign Assistant Mistresses
and other Teachers on application. Liberal
Salaries.
UNIVERSITY OF ABERDEEN.
FACULTY OF MEDICINE.
WINTER SESSION, 1917-18.
The WINTER SESSION COMMENCES on
THURSDAY, October 11th, 1917. The PRELIMI¬
NARY EXAMINATION will COMMENCE on
SEPTEMBER 14th.
rPHE Deg rees of Medicine granted
A by the University are : — Bachelor of Medicine
(M.B.), Bachelor of Surgery (Ch.B.), Doctor of
Medicine (M.D.), Master of Surgery (Oh.M.). They
are conferred only after Examination, and only on
Students of the University. A Diploma in Public
Health is conferred after Examination on Graduates
in Medicine of any University of the United King¬
dom. The total cost of the whole Curriculum, in¬
cluding Hospital Fees and Fees for the Degrees of
M.B. and Ch.B., is usually about £160. Bursaries,
Scholarships, Fellowships, and Prizes to the number
of Fifty, and of the aggregate annual value of £1,180,
are open to competition in this Faculty.
A Prospectus of the Classes, Fees, &c., may be had
on application to THE SECRETARY OF THE
MEDICAL FACULTY.
The University also grants thefollowing Degrees: —
In Arts: Doctor of Letters, Doctor of Philosophy,
and Master of Arts. In Science : Doctor of Science,
Bachelor of Science (in Pure Science, Agriculture,
and Forestry), In Divinity: Doctor of Divinity
( Honorary) and Bachelor of Divinity. In Law :
Doctor of Laws (Honorary), Bachelor of Laws
(LL.B,), and Bachelor of Law (B.L.).
Particulars may be had on application to THE
SECRETARY OF THE UNIVERSITY.
STEYNING GRAMMAR SCHOOL.
Founded 1614.
WANTED, an ASSISTANT
MASTER (ineligible), for French, History
and Shorthand. Drill and games a recommendation.
Recognized school. — Apply The Rev., The Head
Master, The Grammar School, Steyning, Sussex.
(Untvemfg £uforiaf Coffe$e.
LONDON.
LONDON MATRICULATION.
SEPTEMBER, 1917.
Revision Classes for the September Examination
may be taken up any time during August.
Annually for the last twenty years about
IOO Students of University Tutorial College have
passed London Matriculation.
ENTRANCE EXAMINATIONS.
By a combination of Class Work and Private
Tuition, Students are prepared for the Entrance
Examinations held by the different Incorporated
Societies as well as for Examinations admitting to
Universities other than London.
PRIVATE TUITION.
Private tuition may be taken up at any time
either during Term or in the ordinary School
Vacations, in all subjects for London University
and other Examinations, or for Independent Study.
Fees: Eight hours, £2. 2s.; Twenty-one hours, £5. 5s.
Next Term commences Thursday, Sept. 13th.
Full particulars may he had from
THE PRINCIPAL,
UNIVERSITY TUTORIAL COLLEGE,
RED LION SQUARE, HOLBORN, W.C.1.
Carp. Collega.
NORMAL C0RR. COLLEGE
(FOUNDED 1889.)
EXAMINATIONS
FOR WHICH THE NORMAL
PREPARES.
A.C.P. and L.C.P.
College of Preceptors.
Professional Prelim.
Froebel.
L.L.A.
Pupil Teachers.
Preliminary Certif.
Certificate.
Oxford & Camb. Locals.
County Scholarships.
Matriculation.
Degree Examination.
Hygiene.
Languages.
Music.
Science and Art.
Other Qualifying
Exams.
SEND FOR NORMAL GUIDE.
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To readers of this paper on
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and 110 Avondale Square, London, S.E. 1.
BOOKS
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SECOND HAND AT HALF PRICES.
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121/123 Charing Cross Road, London, W.C. 2.
IN/Tpqcstq
TRUMAN & KNIGHTLEY,
LTD.,
^bucaftonaf Jlgents,
158 to 162 OXFORD STREET,
LONDON, W.l.
Directors :
8. A. TRUMAN.
JAMES HEARD, B.A.
(Trinity College, Cambridge).
Telegrams -“TUTORESS, OX, LONDON.”
Telephone— No. 1136 Museum.
This Agency isunder distinguished patron¬
age, including that of the Principals of
many of our leading Schools.
A.— EMPLOYMENT DEPARTMENT.
(i) ASSISTANT MASTERS &. TUTORS.
MESSRS. TRUMAN & KNIGHTLEY
introduce University and other qualified
ENGLISH and FOREIGN MASTERS
and TUTORS to Schools and Private
Families.
(ii) ASSISTANT MISTRESSES.
MESSRS. TRUMAN & KNIGHTLEY
introduce University, Trained, and other
qualified ENGLISH and FOREIGN LADY
TEACHERS to Girls’ and Boys’ Schools.
(iii) LADY MATRONS AND HOUSE¬
KEEPERS.
MESSRS. TRUMAN A KNIGHTLEY
introduce well qualified and experienced
LADY MATRONS, HOUSEKEEPERS,
and HOUSE MISTRESSES to Boys’ and
Girls’ Schools.
No charge Is made to Principals, and no charge
of any kind Is made to candidates unless an en¬
gagement he secured through this Agency, when
the terms are most reasonable.
B.— SCHOOL TRANSFER DEPARTMENT.
A separate Department, under the direct
management of one of the Principals, is
devoted entirely to the negotiations connected
with the Transfer of Schools and Introduction
of Partners.
MESSRS.' TRUMAN & KNIGHTLEY,
being in close and constant communication
with the Principals of nearly all the chief
Girls’ and Boys’ Schools in the United
Kingdom, to many of whom they have had
the privilege of acting as Agents, and having
on their books always a large number of
thoroughly genuine Schools for Sale and
Partnerships to negotiate, as well as the
names and requirements of numerous would-
be- purchasers, can offer unusual facilities
for satisfactorily negotiating the TRAN SEER
of SCHOOLS, and arranging PARTNER¬
SHIPS.
No charge is made to Purchasers.
All communications and inquiries are
treated in the strictest confidence.
C.— PUPILS’ DEPARTMENT.
MESSRS. TRUMAN & KNIGHTLEY
have a carefully organized Department for
the introduction of Pupils to Schools and
other Educational Establishments. No
charge is made for registration.
Any negotiations entrusted to MESSRS. TRUMAN
& KNICHTLEY receive prompt and careful
attention, every effort being made to save
clients as much time and trouble as possible.
Full particulars will be forwarded on application.
84
THE EDUCATIONAL TIMES.
[Aug. 1, 1917.
A Selection of Messrs. LONGMANS, GREEN & Co.’s List of Educational Works in
French, Latin, History, Geography, and Mathematics.
FRENCH.
LONGMANS’ MODERN FRENCH COURSE.
Containing Reading Lessons, Grammar, Passages for Repetition,
Exercises, and Vocabularies.
By T. H. BERTENSHAW, B.A., B.Mus.,
Assistant Master in the City of London School.
With Illustrations by D. M. Payne. Crown 8vo.
Part I.— 40 Reading Lessons with Corresponding Grammar and
Exercises. With 43 Illustrations of French Life and a Map.
Pupils’ Edition, Is. 6d. ; Teachers’ Edition, 2s.
Part II. — 57 Reading Lessons with Corresponding Grammar and
Exercises. With 20 Illustrations of French Life, 13 from
Photographs, and 2 Maps. Pupils’ Edition, Is. 6d. ; Teachers’
Edition, 2s.
The Teachers' Edition consists of all the matter in the Pupils'
Editicm, with additional Notes on Beading Lessons, Grammar ,
and Passages for Repetition, Translation of Exercises, dc,
LONGMANS’ FRENCH TEXTS.
Edited with Notes, Exercises, and Vocabularies.
By T. H. BERTENSHAW, B.A., B,Mus.,
Assistant Master in the City of London School.
IN THREE GRADES.
Elementary Series. — Price 6d. each ; Teachers’ Edition, 8d.
Le Premier Coucou de la Foret-Noire. (L. Vuichoud.)
La Comete, &c. (Erckmann-Chatrian.)
L’Aventure de Jacques Gerard. (M. Stephanie.)
Ulysse chez les Cyclopes. (Octave Simone.)
Longmans’ Illustrated First French Reading Book and
Grammar. — By John Bidgood, B.Sc., late Head Master of
the Gateshead Higher Grade School, and Thomas Harbottle,
Teacher of French in the same School. With 55 Illustrations.
Crown 8 vo, Is.
Longmans’ Illustrated First Conversational French
Reader. — With Notes and Full Vocabularies. By T. H.
Bertenshaw, B.A., Mus. Bac., Assistant Master in the City of
London School. With 86 Illustrations. Crown 8vo, Is. 6d.
LATIN.
LONGMANS’ LATIN COURSE.
With Copious Exercises and Vocabularies. Crown 8vo.
Part I. — Up to and including the Regular Verb, Active and
Passive, Is. 6d.
A Key, for the use of Teachers only, post free, 3s. 8|d.
Part II. — Including Pronouns, Numeral Adjectives, Irregular
Verbs, Accusative and Infinite, Ablative Absolute, Dependent
Questions, Dependent Clauses, the Use of the Cases and Oratio
Obliqua. 2s. 6d.
A Key, for use of Teachers only, post free, 5s. 3d.
Parts I and II. — Complete in One Volume, 3s. 6d.
A Key, for the use of Teachers only, post free, 7s. 9|d.
First Steps in Latin.— By F. Ritchie, M. A. Fcap.8vo, ls.6d.
A Key, for the use of Teachers only, post free, 3s. 8|d.
Second Steps in Latin.— By F. Ritchie, M.A. Fcap. 8vo, 2s.
Exercises in Latin and Prose Composition. — By F.
Ritchie, M.A. Crown 8vo, 2s. 6d.
A Key, for the use of Teachers only, post free, 3s. 9d.
Fabulae Faciles.— A First Latin Reader. Containing Detached
Sentences and Consecutive Stories. With Notes and a
Vocabulary by F. Ritchie, M.A. Crown 8vo, 2s. 6d.
Longman’s Illustrated First Latin Reading Book and
Grammar.— By HR. Heatley, M. A., Author of “ Gradatim,”
“ Grsecula,” &c. With 67 Illustrations by Lancelot Speed.
Crown 8vo, Is. 4d.
Gradatim: an Easy Latin Translation Book for Beginners.
With Vocabulary by H. R, Heatley, M.A., and H. n!
Kingdon, M.A. Fcap. 8vo, Is. 6d.
A Key, for the use of Teachers only, post free, 5s. 2|d.
HISTORY.
LONGMANS’ HISTORICAL SERIES
FOR SCHOOLS.
By T. F. TOUT, M.A.,
Bishop Fraser Professor of Mediaeval and Ecclesiastical History in the
University of Manchester.
In Three Books. Crown 8vo.
Book I. A First Book of British History from the
Earliest Times to the Death of Edward YII. — With
85 Illustrations, 13 Genealogical Tables, and 25 Maps and
Plans. 2s. 6d.
Book II. A History of Great Britain from the Earliest
Times to the Death of Edward YII. — With 35 Maps
and Plans, 8 Genealogical Tables, and 146 Portraits and other
Illustrations. 3s. 6d.
[Book II is also issued in two parts, 2s. each. Part I : From the
Earliest times to 1485. Part II: From 1485 to the Death of
Edward VII.] _
A Short History of England to the Death of Edward
YII. — By Cyril Ransoms, M.A., late Professor of Modern
Literature and History, Yorkshire College, Victoria University.
With Tables, Plans, Maps, Index, &c. Crown 8vo, 3s. 6d.
Or in two parts, 2s. each. Part I : To the Death of Elizabeth,
a.d. 1603. Part II : a.d. 1603 to 1910.
Outline of English History, b.c. 55 to a.d. 1910.— By Samuel
Rawson Gardiner, d.c.l. ll.d. With 71 Woodcuts and
17 Maps. Fcp. 8vo, 2s. 6d.
Landmarks of British History. — By Lucy Dale, late
Scholar of Somerville College, Oxford. With 8 Coloured Plates
by H. J. Ford, and 72 other Illustrations. Crown 8vo,
2s. 6d.
The Life of Nelson. — With Maps, Battle-plans, and Illustra¬
tions. By Geoffrey Callender, M.A., Merton College,
Oxford ; Head of the History and English Department. Royal
Naval College, Osporne. Crown 8vo, Is. 6d. Prize Edition,
2s.6d. net.
The Growth of the British Empire. By P. H. and A. C.
Kerr, With 4 Coloured Illustrations, 63 Maps (4 of which are
Coloured), and other illustrations. Crown 8vo., is. 9d.
GEOGRAPHY.
LONGMANS’ GEOGRAPHICAL SERIES.
Crown 8vo.
Book I. The First Book of Geography. — With 17 Illustra¬
tions and 52 Maps (38 of which are Coloured). New and
Revised Edition. Is. 6d.
Book II. The World. For Junior Students. — With 35
Illustrations and 87 Maps (79 of which are Coloured). New
Edition, Revised, partly Re-written and Enlarged. 3s.
MATHEMATICS.
The Groundwork of Arithmetic. — A Handbook for Teachers.
By Margaret Punnett, B.A., Vice-Principal of the L.C.C,
Day Training College, Southampton Row, W.C. With
Diagrams. Crown 8vo, 3s. 6d.
“A really inspiring work, that every elementary teacher should have on
his or her bookshelf : nor can I imagine a teacher of older children reading
through the text without obtaining considerable benefit thereby.’'— Mathe¬
matical Gazette.
Companion Boohs to the aboue for Pupils’ use.
Exercises in Arithmetic. — By Margaret Punnett. Crown
8vo. Book I, 4d. ; Book II, 6d. ; Book III, 6d.
Longman’s Junior School Arithmetic. — An Arithmetic for
Beginners. Mental and Practical. Fcap. 8yo. Without
Answers, Is.; with Answers, Is. 6d.
Longman’s Junior School Algebra.— By William S. Beard,
F.R.G.S. Crown 8vo. Without Answers, Is. 6d. ; with
Answers, 2s.
A hull List of Messrs. Longmans, Green d Co.'s Books on French, Latin, History, Geography , and Mathematics, will be sent,
post free, on application.
LONGMANS, GREEN & Co., 39 Paternoster Row, London, E.C.4.,
New York, Bombay, Calcutta, and Madras.
THE EDUCATIONAL TIMES.
85
Aug. 1, 1917.]
CONTENTS.
Page
Leader : The Secondary School Examinations Council . So
Notes . . . 87
Legislation — Administrative Questions — Literature or
“ Words”? — Examination Changes — The Education of the
Citizen — Success— Morality— Sir Philip Magnus, Bart.— The
Two Lures — The Board at South Kensington — French Classical
Plays — The Three Departments — Triumph of Organization —
Baby Week — Efficient Secondary Schools — Salaries — The
Secondary Schools Association— Ideals— A Correction.
Recent Events . 91
Adolescent Education . 92
A Latin Lesson . 97
The College of Preceptors — Meetings of the Council . 99
Board of Education —
Circular to Local Education Authorities and Secondary
Schools (No. 996) . 99
Scheme for the Better Organization of Examinations in
• Secondary Schools (No. 1,002) . 100
Page
Esperanto . 101
Reviews . 101-
Higher Education and the War (Burnet) — The Compleat
Schoolmarm (Hamilton) — God saw' that it was Good (House)
—Canterbury Leaflets for Parents — Staying the Plague
(Harman)— Shantiniketan (Pearson)— The Scientific Measure¬
ment. of Classroom Products (Chapman and Rush) — Self-
reliance (Fisher) — Breaking the Spell (Macan) — Education
after the War (Badley) — Physical Education in relation to
School Life ( Roper)— Report of a Girls’ Conference on Educa¬
tion — The Bird of Life (Vaughan) ; &c., &c.
Overseas . 107
General Notices . 108
Publications Received . 109
Class List of Candidates who have passed the Midsummer
Certificate ( and Lower Forms Examinations of the Col¬
lege of Preceptors . 115
ftbe Educational TItmes.
Until further notice, “The Educational Times”
will be issued four times a year— on
the 1st of February, May, August, and
November. The next issue will appear
on November 1st.
Communications intended for the Editor should be
addressed to Ulverscroft, High Wycombe.
THE SECONDARY SCHOOL EXAMINATIONS
COUNCIL.
Just three years ago, writing on the Board of
Education Circular 849, we said that the proposals con¬
tained in it were dead, because they were based upon
the German leaving examination for secondary schools,
and that, war having broken out, Englishmen
would not stand an examination scheme copied from
Germany. But the Board of Education have now
revived the proposals, have ordered them to be carried
out, and by the time these words are issued they will
be in force. During the War we are ready to obey any
orders of the Government that make towards the
carrying on of the War. Individual liberty has been
largely curtailed, and rightly curtailed, in the face of a
grave national danger. But in educational matters we
are not planning for present emergencies, but for the
future development of the nation. In education,
above all things, we need freedom, and the Board
have put upon us a yoke that is likely to have dis¬
astrous effects.
The Board’s scheme, to come into operation on
August 1 of this year, is as follows : — The Board will
undertake the functions and responsibilities of a co¬
ordinating authority for secondary school examina¬
tions, with the assistance of “ The Secondary School
Examinations Council.” This Council is to consist of
eighteen persons and, in the first instance, is thus con¬
stituted : nine representatives of University examining
bodies, four representatives of Local Education Au¬
thorities, four representatives of the Teachers Regis¬
tration Council, and one representative of a Standing
Committee of professional bodies. The President of
the Board will, in the first instance, appoint a Chair¬
man from outside the Council. He has appointed the
Rev. W. Temple.
This Council have power to advise the Board on the
subject of co-ordinating examinations. Officers of the
Board will be present at the meetings, and the Council
must consult the Board “ before committing them¬
selves on questions of principles or policy which are
controversial or specially important.”
Certain criticisms are inevitably suggested. The
Council will be a dummy : the real power lies with the
Board. Thus we have the Board assuming the con¬
trol of the examination of all secondary schools that
are within their sphere of influence. But, if full
powers had been given by the Board to the Exami-
1 nations Council, the result might well have been
| equally unsatisfactory. It is a self-evident fact that
school education is very largely controlled by the
examinations for which the pupils are prepared. Con¬
sider the composition of this body. Half the members
are chosen because they have experience in the man¬
agement of school examinations. They are on the
Council because, they are business administrators.
They may understand the needs of education ; they
may be men of imagination, and have the power of
seeing what changes in education are essential ; but it
is not on these grounds that they are chosen. Of the
remaining half of the Council, four members are ad¬
ministrative functionaries. They also may have deep
knowledge of education, but they are cnosen as busi¬
ness managers. One member is to represent organized
professions, such as medicine. The contribution of
teachers towards this Council that proposes, vith the
86
THE EDUCATIONAL TIMES.
[Aug. 1, 1917.
permission of the Board, to govern schools, consists
of four members elected by the Teachers Registration
Council. These may or may not be teachers in secon¬
dary schools. If the Registration Council chooses, it
may send representatives of Universities.
Men and women, say the Board, will alike be
eligible. So far as information is at present available,
there will probably be three women on the Council :
two from the Teachers’ Registration Council and one
from the Northern Universities Examination Board.
The main function of this body is to approve
of itself. The members will have to recommend
to the Board examining bodies, which must be Uni¬
versities (except for music, drawing, and manual in¬
struction). The nine University representatives may
recommend the eight Universities which they repre¬
sent. They will be called upon to see that all examin¬
ing bodies (themselves) maintain an adequate stan¬
dard. They will also “be at liberty to submit sug¬
gestions ” to the Board for the improvement of
examinations (their own). They are to establish two
examinations : one suitable for pupils about the age
of sixteen and one for pupils two years older. Nothing
is said in the Circulars about the territorial divisions of
the country from which the eight Universities are to
collect the £2 which the Board pay for each pupil
examined, but it is thought that the Board intend to
divide England into University provinces. Poaching
will then be illegal.
The worst danger that lies in this plan of the Board
of Education concerns the granting of certificates.
The intention of the Board is to grant a certificate of
a special character to those pupils who have passed
successfully through a secondary school, and they
clearly hope that this certificate will be generally
accepted by professional bodies as the key to their
entrance doors. It is here that the German system
is very closely followed. It means, if the scheme
works out as its promoters hope, that entrance
to the professions will be in practice limited to
those who have passed through a secondary school
under the control of the Board. In this democratic
country, at a time when we are trying to widen
the opportunities of education, when Mr. Herbert
Lewis’s report would make continuation education
compulsory up to the age of eighteen, if a child fails
to get a junior county scholarship at the age of eleven
or thereabouts, that child’s chance of leaving the ranks
of the manual workers is very slight. This is prac¬
tically the German system. Only those who pass
through a State secondary school can enter the Univer¬
sities, the Civil Service, and the higher commercial
grades. The rest remain hewers of wood and drawers
of water.
It is true that the Board do not close the door
entirely. They expressly say that, although the
examinations are designed for pupils in recognized
secondary schools, provision must be made for the
admission of other candidates under nineteen years of
age. For these candidates there is to be a special form
of certificate, designed to show that they have not
been educated in a recognized secondary school. It
is quite clear that, if the Board’s intentions are carried
out, this certificate will have a slighter value than the
former one. The child in the elementary school who
develops his or her powers after the scholarship age,
and by industry and ability manages to secure a good
education outside the State secondary-school system,
will be at a marked disadvantage in the matter of the
certificate to be gained.
Schools owned by individual proprietors and other
secondary schools not recognized by the Board will
suffer the same disability. This autocratic action of
the Board makes it more than ever imperative that pri¬
vate schools should assert themselves. It is right that
the State should aid education and see that suitable
opportunities are provided for all citizens ; but it is
unwise that the State should so control education as to
reduce all schools to a level of mechanical efficiency.
Freedom must be retained for education, otherwise it
dies.
We have shown that this fresh examination policy of
the Board is opposed to the democratic growth of the
country. Its intention is to destroy all private schools
which do not conform to the Board’s regulations and
merit their “ recognition.’’ It puts another weight to
check the free development of State secondary schools.
The policy is German in origin and in spirit. When
the nation understands this, the policy will have to
be reversed, and education will have to receive that
measure of freedom without which it cannot live.
[On July 12, the President of the Board, accom¬
panied by Sir Amherst Selby-Bigge, Prof. Gilbert
Murray, and the Hon. W. N. Bruce, received a depu¬
tation from the Head Masters’ Association and the
Federal Council of Secondary School Associations.
The deputation urged: — (1) That the representation of
teachers on the Secondary School Examinations
Council was insufficient. The reply was that the con¬
stitution of the Council was provisional, and that the
appointment of the Rev. W. Temple as chairman
indicated that teachers’ interests would be safe¬
guarded. (2) That the Board should see that the
additional grants were expended on salaries, as was
the intention of the Board. The reply to this was
“sympathetic.” (3) That the new regulations for
advanced courses in secondarv schools should not be
i/
allowed to produce a differentiation of secondary
schools into lower and higher. In reply to this, Mr.
Fisher criticized the “ tops ” of some secondary
schools, but said that transference would not be
compulsory.
In reference to the expected introduction of an
Education Bill, Mr. Bonar Law said, on July 18, in
answer to a question whether the Bill would be intro¬
duced before the adjournment: “ I should very much
like, if it is found possible, to do that; but I cannot
absolutely say whether it can be done.”]
Aug. 1, 1917.]
THE EDUCATIONAL TIMES.
87
NOTES.
It is stated that the Government propose to intro¬
duce a Pensions Bill for secondary
Legislation. and technical teachers. The Bill will
probably provide for an annuity at the
age of sixty, secured through an Insurance Society.
The teacher and the Local Education Authority would
each pay half of the annual premium. It is very
necessary that compulsory saving should be intro¬
duced in this way ; but salaries are so low that it would
be equitable for Education Authorities to pay the whole
of the premiums. It may be that this Bill will pass
during the Session. It is also stated that Mr. Fisher
will introduce his expected Education Bill. If he does
so, it will be to give the country an opportunity of dis¬
cussing its provisions ; the Bill is not expected to pass
this Session. The Bill will no doubt contain clauses
dealing with nursery schools, continuation education
up to the age of eighteen, and further facilities for
secondary education. It will probably aim at a re¬
duction in the size of classes and provide money for
the consequent increase in the number of teachers.
And it will certainly try to secure for teachers a better
status and better salaries ; though such matters are not
greatly influenced by Acts of Parliament.
Sir Henry Newbolt, in the English Review for
Lite atu e June, writes an article in which he
Words ? endeavours to show how life may be
restored to the dead bones of linguistic
teaching. For the exising deadness he does not blame
the schoolmaster, except in so far as he assents to an
impossible system imposed upon him by “ orders from
above.” The last phrase seems to refer mainly to
school examining bodies. Grammar is science, and in
teaching this science the language-master often finds
that literature is crowded out. Often, too, he is made
to feel that “ wasting time ” on literature does not
pay for examination. “Life,” says Sir Henry, “is
a highly complex activity . the intellectual, the
aesthetic, and the moral activities should all be trained
and stimulated. Science is the province of the intel¬
lect, Art of the aesthetic power, and Conduct of the
moral sense. . . . The three natural affections of the
human spirit are the love of truth, the love of beauty,
and the love of righteousness; man loves all these by
nature, for their own sake, and no system of educa¬
tion can claim to be adequate if it does not help him
to develop these natural and disinterested loves.”
Schoolmasters, for perhaps one hour in the week, may
realize the truth of these claims ; but, if during all the
other hours they are forced by the conditions of their
employment to think of examinations, small wonder
if their teaching is apt to become lifeless.
At the moment it is administration mainly that
occupies the country. The examina-
Questions. tlon circulars of the Board suggest
that they have in mind a division of
England into educational provinces centring round
a University; questions have arisen, and will need to
be decided, as to the age at which the State shall
assume control of the education of infants, and of the
age at which the school education of the citizen shall
cease ; the quantity of secondary education to be pro¬
vided, and the proportion of children to be removed
annually from elementary to secondary schools, are
matters of hot debate ; the facilities to be offered by
secondary schools is another subject of great uncer¬
tainty. These are administrative questions, and will
be settled by administrators, by politicians, news¬
papers, departmental officials, and Local Education
Authorities. In the welter of these urgent matters,
other questions of no less urgency are likely to be
overlooked. What is to be taught in the schools?
What is the purpose of education? Are we to aim at
making citizens useful to employers and useful to the
State? Or is the purpose of education to give the
fullest opportunities of life to everyone? It is not
schoolmasters, secretaries, functionaries, or politicians
who can solve such questions. It is idealists, men of
imagination, who are unfortunately few, and not
always listened to by their own generation.
We venture on a further quotation from Sir Henry
Newbolt ’s article : ■ — • “ Finally, the
^ XChanges°n method of examination must be
changed. . . . the boy must be asked
such reasonable questions as might occur in conversa¬
tion between two intelligent and interested talkers, and
he must be classed according as he answers them in
his own way, with understanding and sincerity.” The
last word “ sincerity ” is worthy of notice. Sir Henry
continues : “ The scheme which I have faintly outlined
may prove to be unacceptable to those in authority
who rivet the chains of education upon our schools.
If so, we who are not in authority must do our
best to correct and supplement a defective system.
By all means in our power we - must see that the
generations which are to be touched by the great scien¬
tific minds shall be touched also by the great creative
minds.” Such things need saying to-day; but the
power of the authorities must not be exaggerated.
The authorities exist to make the educational machine
run smoothly : their function is not to wrap the minds
and hearts of teachers in swaddling bands. If they try
to do so the teacher can decline to be influenced.
Examinations, too — they exist for the benefit of
schools. Schools can make of the instrument what
they will, unless, of course, they are all put under the
control of a central examination body, deaf to sugges¬
tions.
88
THE EDUCATIONAL TIMES.
[Aug. L 1917.
“ The Education of the Citizen ” is the title of an
article in the June number of the
Thethe * Citizen Round Table, which has been written
by one of those “ men of imagina-
tion ” whose influence we desire in educational mat¬
ters. We are often confused by phrases. Citizen
education is often understood as meaning teaching
about the duties of a juryman and such-like matters.
Before we can decide what education is proper for a
“ citizen,” we must visualize the ideal citizen. Is he
the mechanic who can produce most in a given time?
Is he the clerk who can write most fluently in three
languages? We have to decide whether we are teach¬
ing the child for his own sake or for the sake of some¬
one else. ” The fundamental truth in modern life,”
said President Wilson, “ as I analyse it, is a profound
ignorance.” All trade disputes, all international
troubles, are the result of ignorance. The man who
has been immersed in some engrossing occupation for
half his life is usually terribly ignorant of everything
outside his immediate occupation. One aim of educa¬
tion is to dissipate ignorance as far as it is possible to
do so. Ignorance is not dissipated by a narrow train¬
ing in a limited field. To the best of our powers we
must enlarge imagination, and imagination is fed on
facts.
The prevailing view in England is that success is
represented by the style of living.
Success. We ask what a man has done; but we
are not satisfied of the success of his
achievement unless the return is expressed in an ade¬
quate number of pounds sterling. The writer in the
Round Table, whom we have already referred to,
says : “To say that this moral education is the only
education that should be given, whether in the schools
or afterwards, would appear to be extravagant. It is
the simple truth.” This generation is apt to look
upon moral education as the antithesis of intellectual
education. ” Be good, sweet maid, and let who will
be clever,’ is a saying that has entered into the mind
of the nation and brought about a severance of two
things that are mutually interdependent. Goodness
is based on knowledge, on intellectual thought. Many
a simple and ignorant man who is good in spite of his
simplicity and ignorance, really owes his goodness to
the deep intellectual wrestling of some saint who has
fought out with much strife and anxious thought a
problem of conduct, the solution of which has hence¬
forth become the common property of every subse¬
quent generation. “ What we attribute to the feel¬
ings and call * instinctive,’ is the wisdom of the past
become traditional, and on that account instilled into
us and assimilated by us as we grow. We do not
realize that every shred of that wisdom has cost
thought as well as volition, exercised the reasoning
powers as well as the emotions. It ijs a dangerous
doctrine that morality is not a matter which men need
think about or try to understand.”
“ Morality,” says the writer in the Round Table,
and to these words he adds the em-
Morality. pliasis of italics: “ Morality is the
process of extracting from the station
which we occupy, and the events which happen to us,
the highest value that is implicit in them.” This can
only be done by education, by developing as far as
possible the faculties that we possess, by learning,
studying, practising, and doing. Latin prose is not
taught by reading books on “ How to write Latin
Prose ” or by listening to dissertations from teachers,
but by writing Latin prose. Goodness is not learnt from
sermons or from ethical instruction, but it is acquired
by doing good deeds. The sole end of education is
that the citizen should do good deeds. Education is
not limited to the influences of the form-room; it be¬
gins in the cradle and does not end till death. But,
so far as concerns school education, the important
thing is that the teacher should have in mind and be
constantly conscious of the real aim of education, so
that it may influence all his teaching, all his actions.
Otherwise, the more immediate aims, such as passing
examinations, turning out good correspondent clerks,
and the like, come to exercise sway over his mind, and
his educational influence is the poorer.
All the members of the College will join in con¬
gratulations to Sir Philip Magnus on
Magnus, Bart. the Baionetcy that has been granted
to him. Sir Philip has been for many
years a strenuous worker in the cause of education.
There are, in fact, few educational activities in London
with which he has not been connected. The Univer¬
sity, the School Board, the City and Guilds Institute,
have all been the scenes of his labour. Lastly— and
not, in our opinion, least — he has been and still is Presi¬
dent of the Council of the College of Preceptors.
“ The Two
Lures."
The lack of teachers in secondarv schools is a matter
of anxiety to appointing bodies ; but
in public elementary schools the
dearth is still more marked. Local
Authorities are in despair, and, like desperate men,
they resort to desperate expedients. They do not
differ, in the economic field, from other employers of
labour. They have to make their terms sufficiently
attractive to secure the workers they need. But the
direct return from these workers cannot be counted
in money values. Education Committees are unable
to say, as the directors of an industrial concern might
say, we can get such a value for our goods, therefore
we can afford to pay such an amount for labour. The
return from education is large, but it cannot be calcu¬
lated in precise money terms, and so the employers
of teachers haggle over the wages. They will not pay
sufficient salaries to attract a sufficient number of
teachers : they are offering to parents the bribe of a
free education for such of their children as will promise
to become teachers at a later date. Instead of the
Aug. 1, 1917.]
THE EDUCATIONAL TIMES.
89
lure at the end of the training period they offer a lure
at the beginning, as Prof. John Adams phrases it in
the Times Educational Supplement. The first of the
two lures is entirely wrong. It is not right for a child
of twelve to be bound : it is not possible to know
whether a child at the age of twelve will make a
teacher.
In causing the removal of the main part of the Board
The Board • °f Education staff to South Kensing-
at South ton, Mr. Lloyd George has been care-
Kensington. fu} p0jn£ 0ut that no disrespect is
intended to this important branch of the country’s
administration. Yet many people appear to look upon
the removal as a snub. Years ago, when the State
was tentatively putting out feelers towards secondary
schools, the headquarters -were at South Kensington.
Later the secondary branch was brought to Whitehall,
in order to remove it from the traditional view that
South Kensington meant science only. All danger of
that is now past. The Board’s three departments —
elementary, secondary, and University — are practically
one and indivisible, wherever the offices may be. Mr.
Fisher and his chief permanent officials will remain
at Whitehall, in order to be in touch with Parliament.
As things are, there may be advantages in this arrange¬
ment; but it is possible to see other advantages if
South Kensington were to become the settled home of
the Board. Too long has education been the sport of
party politicians. At Whitehall, the officials in all
their actions and plans are continually thinking “ How
will this be viewed over the way?” In the calmer
academic atmosphere of South Kensington they might
come to view education from an educational stand¬
point.
By the energy of M. le Comte Austin de Croze,
an association has been started with
T^hClassica/ the titk of << The Classical French
Theatre,” for the performance in
Great Britain of French classical drama for Universi¬
ties, schools, and colleges. The Board of Education
have encouraged the project, and several officers of the
Board have allowed their names to appear on the list
of supporters, among them Prof. Gilbert Murray.
Other names are Prof. Gollancz, Mr. Stanley Leathes,
Sir Philip Magnus, Sir Henry Newbolt, Mr. A. C.
Benson, Mr. Cholmeley, Dr. Rouse, Miss Purdie, Miss
Gray, and a number of head masters and head mis¬
tresses. The whole scheme includes proposals for
establishing scholarships for British teachers, stu¬
dents, and pupils, to enable them to travel in France.
The profits from the performances will be devoted to
the scholarships.
There is one proposal in the Regulations for
Secondary Schools recently issued by
the Board of Education that will cer¬
tainly arouse sharp opposition among
head masters and head mistresses, and also among
The Three
Departments.
governing bodies and parents, when they come to
grasp the significance of the changes that are ordered.
Under the new examination scheme, secondary schools
recognized by the Board will prepare their pupils for
an examination at about the age of sixteen. Those
pupils who pass this examination creditably, and who
are to continue their school education until the age of
eighteen, will then be called upon to select one of three
departments of study : (1) Science and Mathematics ;
(2) Classics ; (3) Modern Studies. The Board antici¬
pate that in most cases a school will be able to provide
teaching in one only of these three departments.
“ Two, or even in rare cases three, of these advanced
courses may be organized in a large school .... but
in most cases it is anticipated that the number of ad¬
vanced pupils in the school will not allow of more than
one course being organized.” It follows, then, that
most boys and girls who, at the age of sixteen in
secondary schools, wish to continue their education,
will be transferred to other secondary schools. In
large towns this procedure may entail the minimum of
inconvenience; but a very large number of children
do not live within easy reach of more than one secon¬
dary school. -
The proposal appears to be an excellent bit of
organization. So good, in fact, that
Organization E seems ungracious to criticize it. It
is quite clear that large numbers of
smaller schools will have few pupils staying to the
age of eighteen — perhaps two, perhaps a dozen. It
would be very wasteful for such schools to be staffed
in such a way as to admit of carrying on the three
advanced courses. Nothing is more natural than that
one school should specialize in science and mathe¬
matics, another in classics, and a third in modern
studies. The scheme is cheap. Even if railway fares
have to be paid or boarding fees granted by the Local
Authority, this would be less costly than maintaining
the three departments. And yet, though to the official
in his room the plan may well seem perfect, when it
comes to trying to carry it out it is found that certain
human qualities, that will wreck the scheme, have,
been overlooked. Are the schools to lose their promis¬
ing pupils at sixteen? Are parents going to send their
children to a school which will turn them out at six¬
teen? To avoid the rough transplantation, the parent
who intends his child to remain to the age of eighteen
will send him from the beginning to the school that
offers the desired advanced course. Will Local Educa¬
tion Authorities allow certain of their schools to be
discredited? Is each school to have a label — Science,
or Greek, or French? The Board’s zeal for organiza¬
tion must take into account that men and women are
not so easy to deal with as lumps of coal.
The campaign against ignorance that, under the
name of “ Baby Week,” was carried
Baby Week. out during the month of July, will do
much to help mothers, fathers, em-
90
THE EDUCATIONAL TIMES.
[Aug. 1, 1917.
ployers, Local. Authorities, and the State to realize
their responsibilities. The large mortality among in¬
fants is preventible to a great extent. It is ignorance
of the care necessary before birth, and of proper feed¬
ing and management after birth, that are the main
causes of unnecessary deaths. Fresh air and cleanli¬
ness are also of supreme importance, and these mat¬
ters in the crowded quarters of large cities are the
concern of the Authority : they are generally beyond
the influence of the parent. It is not only the waste
of life that it is desirable to prevent. If the death-
rate is high, it follows that a large number of infants,
though they survive, never get the chance of becoming
physically capable men and women.
for July. As a postscript to an article on “A British
Commonwealth Party,” he says: — “ Since this was
written the Minister of Education has made public his
programme. He does not seem to grasp our needs.
It is not a question of whether forty or fifty thousand
men and women get £100 or £150 a year. Minute
increases in salaries will do nothing towards educa¬
tion ; they will only slightly improve the comfort of
the present staffs in our schools. It is a revolution in
standard that we need, and when we have a Minister
of Education who speaks to us of thousands of masters
and mistresses earning not less than £1,000 a year,
and tens of thousands £500, we shall know that the
importance of education has at last been realized.”
The Board of Education Report for 1915-1916 tells
Efficient us that there are in England alto-
Secondary
Schools
gether 1,056 secondary schools recog¬
nized by the Board as efficient. Of
these, 931 are on the grant list. It is interesting to
note the government of these schools : 438 are con¬
trolled by Local Authorities ; 424 are endowed schools,
or “ schools of a similar tyj^e ” ; 25 are schools of the
Girls’ Public Day School Trust; and 44 are controlled
(whether with or without a formal educational trust)
by Roman Catholic Orders or Communions. In addi¬
tion to the grant-earning schools, the Board recognize
125 other schools. One of these is provided by a
Local Authority, 101 are “ endowed schools or schools
of a similar type,” 2 are controlled by Roman Catho¬
lic Orders, and 21 are private schools. The whole of
these schools are said to be educating, in round num¬
bers, some two hundred thousand pupils, the boys
being slightly more numerous than the girls. It is
brought out from these figures that the Board of Edu¬
cation are officially ignorant of the thousands of pri¬
vate schools that are giving secondary education to the
boys and girls of the country. Yet it is held that this
education is a matter of national importance. A com¬
plete educational survey, such as Prof. Sadler carried
out for a few localities, becomes urgently imperative.
The Association of Head Mistresses have issued a
salary scale. The minimum initial
Salaries. salary for a head mistress is put at
£400, “ and there should be provision
for regular increment.” The initial salary of a non¬
graduate mistress is placed at £130, of a graduate at
£150: in each case an annual increment of £10 up to
£220. The Manchester Education Committee have
just published a revised scale. For assistant mis¬
tresses in secondary schools they have four grades :
(1) £100 to £120; (2) £120 to £160; (3) £160 to £200;
(4) £200 to £240. In each case there is an annual
increment of £10. Promotion to a higher grade is not
automatic, but depends upon reports of the work. It
is interesting to compare these two scales, which, as
things are, appear fairly good, with a claim made by
Mr. A. Randall Wells, writing in the English Review
The Secondary Schools Association, of which Sir
The Secondary ThiliP Magnus is Chairman, have just
Schools published their Annual Report, from
Association. which it apj>ears that there has been
a year of serious work in drawing together the govern¬
ing bodies of secondary schools and laying their views
before the Board of Education and Local Authorities.
We are reminded in this report that in 1915 the Asso¬
ciation opposed the famous Circular 849, in which the
Board of Education first expressed their views on the
control of examinations for secondary schools. The
Committee of the Association have helped to obtain
alterations in schemes proposed by the Board of
Education for secondary schools. By questions in
Parliament and by deputations to Ministers they have
elicited information and given public expression to the
views of the governors of schools and of others inter¬
ested in the work of secondary education.
We have received a fly-leaf entitled “ Essentials of
a Satisfactory National Education,”
Ideals. issued from the International New
Thought Alliance (British Section), of
which Mr. J. M. Heard is the Chairman. The paper
demands opportunities of free education for all, and
education of a character to enable every child “ to live
the fullest and most socially, useful life of which he or
she is capable.” Homes, health, the spiritual basis,
curriculum, and status of teachers are all dealt with,
and in particular there is a striking paragraph on the
“new discipline,” from which we take the follow’ -
ing: — ‘‘Parents and other educators should respect
the child’s instincts and activities, and provide a
wholesome environment, giving them full play. As a
rule, it is not their function to punish. The child
must be allowed (except where there is danger of
serious injury) to reap the consequences of his actions
in the natural reaction of his environment. This en¬
vironment should include other children, of all ages,
equally free, whose interaction produces a communis
sensus, or public sentiment. Thus the child will be
ruled by a growing conscience, within and without,
founded on a sense of individual and collective re¬
sponsibility.”
Aug. 1, 1917.]
THE EDUCATIONAL TIMES.
91
It was stated in the May issue of this paper that
“ the College of Preceptors have
A Correction. accepted an invitation to send repre¬
sentatives to an important conference
organized by the Workers’ Educational Association for
May 3.” This statement is incorrect.
RECENT EVENTS.
In the beginning of May Mr. Fisher had an opportunity of
a kind thoroughly congenial to him. He visited Plymouth to
open a playing-tield given to the Education Authority by Mr.
and Mrs. Waldorf Astor. His first official action as President
of the Board of Education was to secure from the Treasury a
grant towards the maintenance of play-centres in large towns.
During his visit to Plymouth Mr. Fisher addressed a large
meeting, which gave him an enthusiastic welcome. He was
evidently cheered by the signs of interest in education, and
suggested that it was a remarkable fact that in the third year
of a most exhausting War a large audience of men and women
should be gathered together to consider education. He saw
in this a fact full of brightest augury for the future. “ I do
not claim,” he said, “ that education is the most interesting
subject in the world, but I do claim it is the most important ;
and when I use the phrase ‘ education,’ I am not merely
thinking of learning from books : I am thinking of the whole
moral, intellectual, and physical development of our race.”
The Rate-Payee.
Mr. Fisher put the case for education in a way that would
convince any opposing rate-payer who could be persuaded to
listen. The consciousness that it is good for the nation as a
whole that each individual should be educated is gaining
ground ; and progress is made each time a responsible speaker
has the courage to make a bold profession of faith. He spoke
of a dark sinister figure, the rate-payer, in the background,
behind all the advancing educational agencies. “ The country
cannot afford,” he said, “ to allow its children to grow up un¬
developed in mind, body, and character. I hear people say :
‘Why should I pay for the education of somebody else’s chil¬
dren? That is their affair, not mine.’ But is it not every¬
body’s affair that the Army and Navy shall be efficient ; that
industry and agriculture shall flourish ; that crime and in¬
temperance shall be diminished ; that our men and women
shall be brought up owning the sanctity of civic duties, tem¬
perate in habit, and possessing something of our previous
heritage of culture ? and how can any one of these great
objects be obtained unless people are -ready to spend money
freely upon education . . . until rate-payers insist vehemently
that the children who live in their locality shall have no worse
an opportunity for obtaining education than the children who
live in any other part of the country ? ”
Paeental Responsibility.
Mr. Fisher undoubtedly has the courage to express his
opinions. It is often made a charge against the provision
of educational opportunities that parental responsibility is
thereby weakened. When Mr. Fisher meets this line of argu¬
ment he says to himself : “ The child of the poor parent who
goes to a public elementary school at least spends every night
of the year at home. The child of the rich parent who goes to
a public school is committed — lock, stock, and barrel — to the
schoolmaster of an expensive boarding establishment for a
period of eight or nine years. Which of the two systems is
calculated to develop the sense of parental responsibility ? ”
Teachers’ Salaries.
“ But, after all,” said Mr. Fisher, “ you will never seriously
raise the level of our teaching, either in our country schools
or in our town schools, until the country learns to pay the
teachers better.” The salary is a primary condition, but
there is much besides ; and Mr. Fisher went on to show that
the teacher must still be a learner, and that opportunities
must be provided for him. “ As soon as the teacher winds up
the living mind within him, his utility as a teacher begins to
cease. . . . What greater waste of time can there be for any
mortal child than to be condemned to spend an hour of sun¬
shine in the room with a bad teacher ? ” At a subsequent
date (May 8) Mr. Fisher stated in the House of Commons, in
answer to a question, that the minimum salary rates he had
in view for certificated teachers were : men, £1CK) ; women, £90.
The Classical Association.
The Classical Association waited upon Mr. Fisher in the
early part of May, and presented a series of resolutions that
might be described 4s a manifesto in favour of providing wide¬
spread facilities for the study of the Roman and Greek lan¬
guages, history, and literature. The main argument was that
the children of the whole nation should have, in a democratic
country, the privileges that had previously been the possession
of a limited class only. The deputation thought this might
be done by transferring suitable pupils to a school with a
classical branch. Mr. Fisher was very sympathetic in his
reply, and thought that the new scheme of development for
secondary schools that he had outlined before the House of
Commons would partly meet the wishes of the Classical Asso¬
ciation. At the same time he pointed out that the Board are
not in a position to impose curricula upon schools.
The House or Lords.
Viscount Haldane introduced a debate on National Educa¬
tion in the House of Lords on May 9. He was in favour of
grouping County Authorities to form Provincial Authorities,
arguing that the administrative need of the moment was for
further devolution, and that while the Board could not suc¬
cessfully deal with 31 9 Local Authorities, they could do so with
seven or eight. He also advocated some form of military
training for boys between the years of fourteen and eighteen.
The Bishop of Oxford approved of the proposal that all young
people from the ages of fourteen to eighteen should have
further compulsory education, but he thought the plan would
have no reality unless it was accompanied by compulsoi'y re¬
duction in the hours of labour. The Earl of Crawford, reply¬
ing for the Government, appeared not to be in favour of
Provincial Authorities. A great deal of power had already
devolved upon the Local Authorities, and more would be done
in this direction ; but he thought a locality would prefer to be
'in direct communication with the Board rather than through
the intermediary channel of a Provincial Council. On the
subject of religion, it was stated that there was no antagonism
on the part of the working man to religion in itself, but only
hostility to the machinery that was employed.
The Board at South Kensington.
At the beginning of June the greater part of the staff of
the Board of Education was removed to the Victoria and
Albert Museum at South Kensington ; but the offices of Mr.
Fisher and such other officers as need to be in close touch
with Westminster during Parliamentary Sessions will remain
at Whitehall. The reason for the change is that the Govern¬
ment require more space in the vicinity of the War Office and
the Admiralty. At one time the Secondary Branch of the
Board was housed at South Kensington. We do not suppose
that the present arrangement is intended to be permanent ;
but, if it were so, there might be no disadvantage in moving
the Board from the neighbourhood of Parliamentary turmoil
and establishing it in the more peaceful area around the Uni¬
versity of London.
Birthday Honours.
Among the birthday honours are the following : — Baronetcy,
Sir Philip Magnus ; Knighthood, Dr. Thomas Gregory Foster,
Mr. R. T. Glazebrook, Prof. W. J. Ashley, Mr. Graham Bal¬
four, and Mr. E. C. Stirling.
Summer Courses.
The short courses arranged by the Board of Education to
be held for teachers in secondary schools or training colleges
during the Summer Vacation of 1917 are :
1. A course in French, for women teachers of modern lan¬
guages in secondary schools recognized by the Board of Edu¬
cation as efficient, to be held at Bedford College for Women,
Regent’s Park, London, N.W.l, from August 24 to September 6, v
92
THE EDUCATIONAL TIMES.
[Aug. 1, 1917.
inclusive. This course will be generally similar to that held
at the same College in 1916, and in the selection of candidates
for admission preference will be given to those who did not
attend last year.
2. A course in methods of teaching elementary mathematics
to children of eleven and upwards for teachers of that subject
in secondary schools, to be held by permission of the London
Co«nty Council at the London Day Training College, South¬
ampton Row, London, W.C. 1, from August 27 to September 8,
inclusive. As this course will be a part-time one only, and the
number of admissions will be strictly limited, the selection
will be restricted to teachers resident in or near London.
3. A. course in English phonetics, for teachers engaged in
giving instruction in subjects involving a knowledge of pho¬
netics in training colleges, to be held at University College,
Gower Street, London, W.C.l, from August 27 to September 8,
inclusive. This course will be planned with special regard to
the needs of beginners in the study of phonetics.
Full particulars, with time-table and syllabus, of each of
these courses will be circulated shortly by the Board to
schools or colleges where teachers are employed who might
wish to attend.
Education Reform Council.
The President of the Board of Education has received a
deputation from the Education Reform Council, which dis¬
cussed some of the main questions dealt with in the report of
the E.R.C. Mr. G. F. Daniell explained the origin of the
Council, whose members are all persons of first-hand ex¬
perience in educational administration and practice. Not¬
withstanding diversity of experience and tradition, a wide
measure of agreement had been reached. The views of the
E.R.C. on the block grant, Provincial Councils, and autono¬
mous areas were explained by Mr. F. H. Toyne. Prof. T. P.
Nunn discussed primary and post-primary education up to
the age of eighteen. Prof. A. N. Whitehead spoke on exam¬
inations and inspection for secondary schools, advocating uni¬
versal inspection.
Mr. Fisher expressed pleasure that so wide an organization
of educationists had been considering practical schemes of
reform, and that so much agreement had been reached as to
the measures needed to improve the education of the nation.
ADOLESCENT EDUCATION.
It is a natural and healthy growth of democratic feeling
that impels the State, as representing the community, to
assume increasing responsibilities for each individual. In
the past the State has considered it a duty to see that each
individual obeyed the law, paid his taxes, and notified in¬
fectious diseases. It is now felt that the State has a further
duty— it. has to aim at such an organization as will afford to
each individual the fullest opportunities of self-development
and the completest life that his own powers and the con¬
ditions of civilization render possible. The State cannot in
these days remain in a condition of complacent ease when
a considerable proportion of its members are prevented by
poverty or ignorance from becoming healthy and helpful
citizens. This attitude of thought no longer implies the
philanthropic mood ; it implies a grasp of the fact that the
soundness or unsoundness of the State depends upon the
soundness or unsoundness of all its citizens.
I his attitude is clearly seen in the Report of the Depart¬
mental Committee on “Juvenile Education in relation to
Employment after the War,” which was presided over by
.Herbert Lewis. Ibis Report, in spite of the limitation of
its title, deals with the whole problem of adolescent education,
apart from the small proportion attending secondary schools.
The tone of the Report and the point of view of the Com¬
mittee are well indicated in the following paragraph taken
from the introduction : —
The Ant of Education.
Any inquiry into education at the present juncture is big with
issues of national fate. In the great work of reconstruction which
lies ahead there are aims to be set before us which will try, no less
searchingly than war itself, the temper and enduring qualities of our
race, and, in the realization of each and all of these, education, with
its stimulus and its discipline, must be our stand-by. We have to
perfect the civilization for which our men have shed their blood and
our women their tears, to establish new standards of value in our
judgment of what makes life worth living, more wholesome and
more restrained ideas of recreation and behaviour, finer traditions
of co-operation and kindly fellowship between class and class and
between man and man. We have to restore the natural relations
between the folk and the soil from which the folk derives its susten¬
ance, to revivify with fresh scientific methods and better economic
conditions the outworn practice of our agriculture, to learn over
again that there is no greater public benefactor than the man who
makes two ears of com to grow where but one grew before. We
have to bring research to bear upon the processes of our manufac¬
tures, to overhaul routine and eliminate waste, to carry our reputa¬
tion for skilful workmanship and honest and intelligent trafficking
into new markets and to maintain it in the old. These are tasks
for a nation of trained character and robust physique, a nation
alert to the things of the spirit, reverential of knowledge, reveren¬
tial of its teachers, and generous in its estimate of what the. pro¬
duction and maintenance of good teachers inevitably cost. Whether
we are to be such a nation must now depend largely upon the will of
those who have fought for us and upon the conception that they have
come to form of what education can do in the building up and
glorifying of national life. For ourselves [say the Committee], we
are content to leave it to that arbitrament.
In this passage from the Committee’s Report there are
several utterances that will repay careful study. The same
spirit is shown by the Workers’ Educational Association in
the following extract from their pamphlet on Educational
Reconstruction : —
In the opinion of the Association the ideal underlying educational
reform, in whatever direction it is undertaken, must be essentially
humane and, in the broadest sense of the word, spiritual, and no im¬
provements in legislation or administrative machinery can hope to
achieve success unless those who are responsible for their working
bear this fact constantly in mind. The object of the proposals sub¬
mitted is not simply to improve the educational machinery of the
country ; they have been conceived in the hope and desire that they
may serve to set free the spiritual forces which the War has so strik¬
ingly brought to light in every section of. the people, nowhere more
than among the working classes, and that they may thus contribute
to the promotion of the work of reconstruction which must of neces¬
sity fall in so large a part upon the shoulders of the coming genera¬
tion.
These two somewhat long quotations, which are by no means
isolated examples of the present; trend of public opinion, indi¬
cate the attitude of the leaders of thought towards the whole
field of education. In the present article it is proposed to
deal with secondary education alone.
Secondary Education.
Mr. Lewis’s Committee decide that the secondary stage of
education should begin at the age of fourteen, at which time
compulsory full-time education in the public elementary
schools will, according to their recommendations, cease.
This age is fixed, not on the grounds put forward by physio¬
logists that a great change in mental outlook takes place in
every child about the age of thirteen or fourteen, necessitating
a different form of education, but on the grounds of adminis¬
trative expediency. They argue that at the present time it is
not possible to secure general adhesion to the proposal to
raise the age for compulsory attendance at full-time day
schools beyond fourteen without adopting the plan of paying
maintenance allowances to parents in lieu of their children’s
earnings. And this plan they definitely condemn. The
W.E.A. also advocate the age of fourteen for the present, but
they would lay upon Local Authorities the duty of raising
the age to fifteen within five years, and they advocate the
payment of maintenance allowances. It may be taken, then,
for the purposes of the present argument, that secondary
education is that education given to pupils between the ages
of fourteen and eighteen.
Before proceeding to Mr. Lewis’s recommendations it will
be well to consider what is already done in the way of educa¬
tion for adolescents of these ages. The figures supplied by
the Board of Education show that very nearly 5 per cent, are
educated in full-time secondary schools. To this may be
THE EDUCATIONAL TIMES.
93
Aug. 1, 1917.]
added another 5 per cent, (an outside estimate) for those
children educated in secondary schools of which the Board
have no cognizance. At the most, then, 10 per cent, of the
children between the ages of fourteen and eighteen are re¬
ceiving a continued education in daytime schools. Out of the
remaining 90 per cent, it is found that 13 per cent, are en¬
rolled for part-time evening courses. This figure of 13 per
cent, is over-generous, because it is known that a large pro¬
portion of the enrolled students fail to complete the course.
We are, therefore, left with a proportion of at least 77 per
cent, of the adolescent population who come under no known
educational influence except those of the workshop, the office,
and the street.
The Derelict Majority.
Public opinion is now ripe for proposals that the State
should exercise control over the continued education of this
derelict majority of at least 77 per cent, of the adolescents of
the country. The existing voluntary agencies have not been
able to cover the ground, or to persuade the child just freed
from the discipline of compulsory attendance at school to
come within their influence. Evening continuation schools,
technical institutes, polytechnics, University colleges, great
though their value is, affect a small proportion only. Appren¬
ticeship and the education of the workshop have become,
under modern industrial conditions, a source of incomplete
training. Besides this, a large number of boys and girls
enter what are known as “ blind alley ” employments, in
which the training is very limited. The one and only remedy
that the Committee find for the lamentable condition of affairs
at present existing is compulsory part-time education for all
adolescents. This is no new proposal. The need for it has
been seen for many years. The quickening of national life
that has come as a result of the War has now made it possible
to carry out this proposal with the minimum of opposition.
It is advocated alike by the W.E.A., by the Association of
Directors and Secretaries for Education, by the Report of the
Consultative Committee of 1909, and by the Royal Commission
on Poor Laws. Similar proposals were included in the ill-
fated Education Bill of 1911. Compulsion alone will meet
the difficulties that will arise. If a scheme of local option
were established, it is certain that the whole plan would fail.
Both employers and parents would have a legitimate griev¬
ance from one of two points of view. Either they might feel
that the earning hours of the children were unfairly curtailed
in comparison with those in a neighbouring locality, or they
might feel that their workpeople or their children were un¬
fairly deprived of opportunities of becoming more useful and
skilled.
The Committee feel quite certain that administrative com¬
pulsion is necessary to ensure the end they have in view ; but
they are equally certain that behind the administrative action
there must be the driving force of a completely changed atti¬
tude on the part of the nation towards education. ' The remedy,
they say, is a thoroughgoing one : “ nothing less than a com¬
plete change of temper and outlook on the part of the people
of this country as to what they mean, through the forces of
industry and society, to make of their boys and girls.” “ Can
the age of adolescence,” they ask, “be brought out of the pur¬
view of economic exploitation and into that of the social con¬
science? Can the conception of the juvenile as primarily a
little wage-earner be replaced by the conception of the juvenile
as primarily the workman and the citizen in training ? Can
it be established that the educational purpose is to be the
dominating one, without as well as within the school doors,
during these formative years between twelve and eighteen ?
If not, clearly no remedies (they conclude) are possible in the
absence of the will by which alone they could be rendered
effective.”
The only reply that can be given to the Committee’s ques¬
tion is that a large number of people, representing all social
grades, believe in the value of education, and that it is hoped
that their belief will become sufficiently widespread to ensure
the successful working of the Committee’s proposals. At the
present moment the W.E.A. holds the field as representing
the desires and hopes of the-working classes ; but none know
better than this Association itself that a vast mass of parents
is untouched by its propaganda.
The Committee’s Proposals.
After establishing a uniform elementary- school leaving age
of fourteen, and abolishing all exemptions, the Committee
propose : “ To require attendance for not less than eight hours
a week, or 320 a year, at day continuation classes between the
ages of fourteen and eighteen.” When this proposal was pub¬
lished there was a loud wail of disappointment from some
quarters. It was held that eight hours a week was a ludic¬
rously inadequate proportion of time for continuation educa¬
tion. The proposal was not accompanied by any recommend¬
ation for a statutory limitation of the hours of labour, the
Committee contenting themselves with an expression of
approval of such action, but holding it to be without the
scope of their report. The W.E.A. claim for education 8 JO
hours a year, or not less than twenty hours a week, for (pre¬
sumably) forty weeks in the year. This is practically the
present official attendance for full-time day schools.
This Association also proposes to limit the hours of labour
for all young persons under the age of eighteen to a maximum
of twenty-five hours a week. The Association of Education
Directors recommend that the total hours of labour and
school attendance combined should not exceed forty-eight
per week. The difference between the Committee and the
W.E.A. is perhaps not of immediate importance. If the
principle is once accepted that young persons up to the age of
eighteen are under the control of the State, both as regards
education and working hours, it will not be difficult to shorten
the working hours and lengthen the hours given to education
by degrees and as the necessary machinery can be gradually
perfected.
It will be a great step forward when it is universally recog¬
nized that tired and sleepy adolescents, after a full day of
labour, cannot usefully continue their education in evening
classes. The new proposals do not go beyond the present
practice of many wise firms of employers. The Committee
propose that the continuation classes shall be held between
the hours of 8 a.m. and 7 p.m.
The Committee amplify their proposals in the following
paragraph, which is worth quoting : —
There are, of course, no substitutes for a sound early education,
but such education, when it terminates at fourteen or even at fifteen,
leaves the child with intellect and character still unformed at perhaps
the most critical stage of his development, when both his mental
and his physical life are at the maximum of instability. Some
handrail is required over the bridge which crosses the perilous
waters of adolescence, and it is this that a sound system of con¬
tinuation classes may help to provide. We have asked ourselves
[continue the Committee], and have asked others, whether the few
hours a week, which is all that appears to us practicable at the
present time to secure for education, will be of substantial value
for the purpose in view of the numerous hours that will still remain
available for the counteracting influences. We believe that the
answer is in the affirmative. Many will feel that the system of half¬
time employment and half-time schooling, which has been put for¬
ward in some schemes of reform, approaches more nearly to a counsel
of perfection. But we do not believe this to be at present attainable,
and we are assured by experienced teachers that, if they are given
something like eight hours a week during a continuous period of
years from the time of leaving school, they will be able so to utilize
those hours as to maintain that effective contact with the forces
of civilization, which is at present in too many cases so soon broken.
Even though the educational obligation may be a small one, it will
still be sufficient to establish the principle that a child is no longer to
be regarded as at once attaining, when he enters employment, to the
fully independent status of wage-earning manhood. He will still be
under authority and open to the influences of encouragement and
reproof, of the corporate life and the offered ideals, which even more
than mere instruction are of the essence of the educational process.
The paragraph concludes :
Over and above the four years’ prolongation of formal- education
which they imply, we believe that compulsory continuation classes
will carry on the moral and disciplinary influence of the elementary
school, will increase the industrial efficiency of the mass of the popula¬
tion, and will give those able to profit by it full opportunity for the
beginnings of a valuable technical training.
From the area of compulsion the Committee propose to
exempt (1) all those who are receiving a full-time education,
up to the age of sixteen at least, in a school approved by the
Board of Education, a proposal that receives the support of.
94
THE EDUCATIONAL TIMES.
[Aug. 1, 1917.
the Directors of Education ; and (2) those who, however edu¬
cated, have succeeded in passing the Matriculation examina¬
tion of a British University. In this connexion the Committee
think that “ considerable freedom should be left for alternative
methods of education, provided that any question as to the
efficiency of these should be a matter for expert decision,
which in the last resort must mean decision by the Board of
Education.” At the same time, the Committee would “strongly
deprecate the establishment of privately controlled systems of
continuation classes side by side with the public system.”
They therefore advise that exemption should only be given
to those adolescents who can show that they have greater
leisure, and can get something better than the public system
can provide.
Maintenance.
The W.E.A. have no hesitation in approving a system of
grants to parents to make up for the loss of wages. Mr.
Lewis’s Committee disapprove of the system of maintenance
grants, and, further, they believe them to be unnecessary.
“ We do not think,” they say, “ that employers as a body will
desire to make specific reductions in wages, on account of the
few hours to be devoted to schooling. We do not think they
ought to make such reductions. The incidental limitation of
the supply of child labour will probably prevent them from
making such reductions. The rapid effect of improved edu¬
cation upon the productivity of juveniles will leave them with
little justification for making such reductions. We do not
honestly think that parents need have much fear on this
score.”
Cost.
Though it is nowhere definitely stated in the Committee’s Re¬
port, it is assumed that the proposed compulsory continuation
classes will be carried on without cost to the pupil or the parent
or the employer. The State will bear the burden of the cost.
The Committee state that in four years’ time the gross cost
of educating all children between the years of fourteen and
eighteen in continuation classes may, perhaps, cost the country,
in round figures, about ten millions a year. They do not at¬
tempt any close estimate, and they do not include the cost of
providing buildings. The Treasury, now accustomed to think
in hundreds of millions, is less likely to boggle at these figures
than it would have been before the War. The Committee
make no attempt to apportion the gross cost between the
Exchequer and the localities ; they content themselves with
saying that the smaller the proportion added to the rates the
less is the opposition of the rate-payers to be feared. The
W.E.A. recommend that the State should pay 75 per cent, of
the total cost ; the Directors of Education, who are in close
touch with the rate-payers, think that the State contribution
should in no case be less than 50 per cent, of the total amount
spent on education.
Legislation.
The Committee urge that legislation should be introduced
so as to bring about the proposed reforms at the earliest pos¬
sible moment after the conclusion of the War. It is not to be
expected that every locality could move with equal rapidity ;
but the “ appointed day ” could be postponed by administra¬
tive order when necessary. They appear to think that a very
small amount of legislation is needed. It would probably
suffice, they think, to amend Section 2 of the Act of 1902 so
as to change the power of the Local Authority “ to supply or
aid the supply of education other than elementary ” into a
duty to make this provision, coupled with an obligation to
submit to the Board of Education within a certain time a
scheme for carrying out the new provisions in their area. It
will also be necessary to cancel the clause limiting to two¬
pence the amount to be raised from the rates for higher edu¬
cation.
In connexion with fresh legislation, notice must be taken of
a movement to group counties into educational provinces.
he argument is that the Board of Education cannot deal
effectively with 319 Local Authorities ; that these should be
grouped into eight or nine provinces, each province to centre
in a University; and that the Board should only deal directly
with the Provincial Authority. Recently Lord Haldane ex¬
pounded this proposal to the House of Lords. It has also
been supported by the Reform Council. The inconveniences
and disadvantages of the proposal appear largely to outweigh
its alleged value, and it does not seem likely to commend
itself to the Legislature.
Curriculum.
A satisfactory curriculum can only be worked out after
experience, and with the co-operation of those who have made
a study of the science of education. The Committee lay down
certain principles that will probably meet with general ap¬
proval. In particular they advocate an extensive adoption of
manual work in one form or another. “ Education,” say the
Committee, “ is a mental process, but the truth that for many
children, especially those who will live by their hands, the
best avenue to the mind is through the hands, has not yet
worked its complete revolution in the pedagogic methods of
the nineteenth century.” This is sound doctrine, and the
Committee’s limitation of its application to those who will
live by their hands might well be omitted. Again, the Com¬
mittee say : “ Manual work has long been recognized as a
valuable medium of intellectual training.”
As to the general aim of the proposed compulsory continua¬
tion classes, the Committee make their view plain in the fol¬
lowing passage :
We need hardly say that we do not regard the object of establish¬
ing continuation classes as being merely an industrial one. The in¬
dustries stand to benefit amply enough, both directly through the
beginnings of technical instruction, and indirectly through the effect
of education upon the character and general efficiency of those who
come within its influence. But we are clear that the business of the
classes is to do what they can in making a reasonable human being
and a citizen, and that, if they do this, they will help to make a
competent workman also.
Rural Education.
The Report has some interesting passages on the subject of
rural education. This, in the past, has been an admittedly
weak spot in the educational system, and farmers have been
credited, not without a show of reason, with an inability to
appreciate the value of school learning. The opinion of the
Committee as to the value of making two blades of grass grow
in place of one has already been quoted. Speaking of country
schools, the Committee say :
Both for boys and girls it will be both natural and right that the
whole curriculum should relate itself to the rural atmosphere, just as
it will relate to an artisan or a commercial atmosphere in a manufac¬
turing town or a seaport. It is true that when they become adults,
as we have already pointed out, many children brought up in villages
will find their way to the towns. . . . We advocate no change in our
methods of instruction which would unfit those who leave the country
for town life, or which would in any way curtail their opportunities ;
far from it, we believe that these changes will make more useful
citizens of the rising generation, and give them a wider and sounder
outlook upon life.
The Committee hold that there ought to be an agricultural
revival in England. To this end they urge that the country
child ought to have no less good opportunities of education
than the town child. “ We are glad to find,” they say, “ that
most of the agricultural witnesses who have appeared before
us, while fully realizing the special difficulties that will attend
progress in rural areas, hold firm to the faith in equality of
educational conditions as the essential objective.” Again :
“ Even among farmers there is a growing recognition of the
advantage which agriculture may reap from improved educa¬
tion.” As to the need of an agricultural revival, Mr. Chris¬
topher Turnor, who contributes a memorandum to the Report,
says : “ The land of the United Kingdom employs a million
less men than it did sixty years ago ; it employs per thousand
acres only about one half the number employed in Germany
and other countries.
General Aim.
Two more extracts must be cited to indicate the attitude of
the Committee towards the subject of continued education :-
Whilst one of the prime objects of the scheme is to increase the in¬
dustrial efficiency of the workman, the education of the future citizen
is even more important. Consequently the instruction provided must
not be narrowly technical, but must develop the general powers of the
mind. It is not, however, desirable to separate sharply technical in¬
struction from general culture. The antithesis between the education
of the workman and the education of the citizen has frequently been
pressed too far. If the teaching is given on sound educational lines,
Aug. 1, 1917.]
THE EDUCATIONAL TIMES.
95
the process of acquiring technical knowledge becomes a good mental
training ; whilst the knowledge that enables a man to become an in¬
terested and intelligent co-operator in modem industry, instead of a
mere tool, is in itself a valuable part of a good education for citizen¬
ship.
The second quotation shows that the Committee are alive
to the investigations of modern educational science. After
speaking of the period of adolescence as one in which boys
are especially interested in mechanical contrivances and the
wonders of Nature, they say :
Consequently a curriculum which has for its object the training of
the future citizen, as. well as of the efficient workman, must take
account of the natural development of mind at this stage, and must
give to the practical activities of boys and girls greater scope than is
provided in the traditional curricula of the schools.
Detailed Suggestions.
The Committee add to their Report a Memorandum of Sug¬
gestions on the subject of curriculum. They divide the four
years of the continuation classes into two parts and deal first
with the ages fourteen to sixteen. In their opinion the sub¬
jects of study during these two years should be mainly
general, with some technical or vocational training added.
As is made clear from earlier passages, the Committee mean
by “ vocational ” what some writers prefer to call “ environ¬
mental.” In the second period, from the ages of sixteen to
eighteen, they hold that the instruction should be mainly
technical, but that the humanities should be continued.
Fourteen to Sixteen.
They would place the children in three groups. In the
first group come those who have adopted industrial, rural,
or nautical occupations. The second group contains those
who have entered commercial life. In the third group are
placed those who do not belong to either of the other groups —
in other words, those who have entered occupations often
known by the name of “ Blind Alley.” This third group will,
they hope, tend to grow smaller.
For these children they advocate a division of the hours
between four subjects — English .(which is a general term
intended to include literature, history, and geography),
Mathematics (which should include practical drawing). The
third group is headed Manual and Scientific, and includes
woodwork, metal work, gardening, mechanics, physics,
cookery, needlework, dressmaking, millinery, and laundry.
The fourth group, upon the value of which the Committee
lay especial stress, is called Physical, and is taken to include
a knowledge of hygiene as well as practice in bodily exercise.
For the latter they follow Sir George Newman in advocating
what is known as the Swedish system. “ Experience during
the War,” say the Committee, “ has shown, to a very marked
extent, how seriously deficient are the bodily health and
development of our boys and young men, and what great
improvements can be effected under suitable training.”
* Sixteen to Eighteen.
After the age of sixteen the Committee advocate greater
specialization, while maintaining a liberal basis of the human¬
ities. They would divide adolescents into four groups. The
first consists of those who have entered agriculture, engineer¬
ing, mining, and the building or textile trades. The second
group consists of those who have entered upon occupations
connected with trade, transport, finance, and insurance. The
third group consists of girls outside Groups 1 and 2 ; the
fourth group of boys who are outside 1 and 2. For this last
group, a diminishing quantity, as they hope, they recommend
a continuation of the general course, including some manual
occupation, calculation, vocal music, English, and physical
training. For the corresponding group of girls, most of
whom will probably be occupied later in household manage¬
ment, they recommend a course, including domestic and
English subjects, household accounts, physical training, and
vocal music.
There remain the two principal groups, industrial and
commercial. For these they recommend a major and a minor
course, each of which will be largely technical and definitely
related to the occupation of the student.
Effect of Proposals.
It may be worth while to consider briefly some of the
effects of these proposals, if they are carried out, upon secon¬
dary schools and other existing educational agencies. In the
first place, with regard to school fees. The continuation
classes will be free. This will help to establish a principle in
the minds of parents, and make them less inclined to pay
secondary school fees. The W.E.A. advocate the abolition of
fees in all secondary schools. Secondly, with regard to cur¬
riculum. If the value of manual work is proved by experience
in these classes, it may be expected that the fact will react
upon the curricula of secondary schools.
A certain class of educational institute stands to be very
closely affected by the proposed change. The commercial
college preparing for the lower grades of the Civil Service,
and teaching shorthand and typewriting to junior clerks, may
prove a competitor of the State system. This the Committee
would deprecate, and they propose that while alternative
schemes should be accepted, these should be shown to entail
a substantially greater amount of daytime instruction than
would be entailed by attendance at the ordinary classes, and
that such alternative courses should be declared suitable by
the Board of Education.
Private Schools.
Proprietors of private schools of all types may view these
proposals with some anxiety. The control of the State creeps
on, and the private school grows less frequent. Schools re¬
lying mainly or entirely on day pupils will certainly find an
increase in the severity of State competition. Boarding
schools will be less affected, and may yet continue for many
years. At the same time, there is a good deal of educational
opinion in favour of retaining the opportunities of private
initiative in education. In the matter of continuation classes
the Committee say that “ a considerable freedom should, we
think, be left for alternative methods of education ” ; but they
add the proviso that the Board of Education should decide
as to their efficiency.
Evening Schools.
The effect of the new continuation classes on the existing
evening schools will be most marked. The reader of the
Report will naturally ask what is to become of them, and
whether they are to be abolished. The answer of the Com¬
mittee is admirable, as a quotation will show :
The continuation school, like the day school, ought to become a
centre for the self-directed activities of its pupils, as well as for those
imposed upon them, and its buildings should serve as a home for in¬
numerable clubs, debates, study circles, concerts, and other forms of
social gathering. In the evening, too, the serious instruction of the
daytime may he supplemented by voluntary classes in recreative sub¬
jects for those who desire them.
In the summer there will be games, scoutcraft, swimming
and the like. There will be quiet rooms for those who have
no suitable home for the preparation of their class studies.
Such a use of the evening schools is in accordance with the
suggestions of the W.E.A. There will, of course, also be
classes for those above the age of eighteen.
Conclusion.
The Report sums up what many people have been advocat¬
ing for some years past. If the proposals contained in it are
carried out, a great step forward will have been made in the
work of providing sound educational opportunities for all
who can profit by them.
“It is in the interest of the State,” says the Association
of Directors and Secretaries for Education “that no child
or young person should be debarred by lack of means from
the highest education of which it is capable.” That view
is now generally held by educational reformers ; it receives
support from the intelligent democracy of the country. As
things are, the child in an elementary school, who at the age
of twelve has failed to gain a Junior County Scholarship, may
have no further chance of showing his fitness for education.
Compulsory continuation schools would give a chance to
every child. The times are ripe for the proposed change.
The report carries conviction because every page is instinct
with the desire to give the child the best opportunities
possible, and it views education from the child’s standpoint,
which is the nation’s standpoint, and not from the traditional
standpoint of an official, administrative, Government Depart¬
ment.
96
THE EDUCATIONAL TIMES.
[Aug. 1, 1917.
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A LATIN LESSON.*
Few schoolmasters recognize themselves in the pages of
writers of fiction, though they may occasionally recognize a
colleague. Schoolmasters view schools from the inside, and
from the seats of the mighty. The inside knowledge possessed
by the writer of fiction is often — not always — limited to points
of view enjoyed by an occupant of the learner’s bench. So
far as we know, Mr. Rudyard Kipling has not been a school¬
master. It was natural to view “ Stalky & Co.” with some
distrust — a caricature was the general pronouncement. Yet
a caricature may be more bitingly true than a photograph.
We are reminded of “ Stalky & Co.” because in a recent
volume, “ A Diversity of Creatures,” Mr. Kipling includes a
sketch of school life which he calls “ Regulus.” He tells us
expressly that “ Regulus ” was written in 1908 ; otherwise we
might have thought that he had found a few forgotten pages
of Stalky’s school life. In “ Regulus ” we have the same set¬
ting and the same atmosphere as surrounded Beetle and his
friends. The boys, rough but sound, understand silence better
than pi-jaw. The masters cloak their enthusiasms and their
affection for the boys in an almost impenetrable aloofness
or in a shallow facetiousness. The incident described in
“ Regulus ” is chiefly concerned with a lesson in Latin. It
may possibly be meant as Mr. Kipling’s contribution to the
classics versus science controversy.
The scene is the Fifth Form Army Class. Enter Mr. King.
“ Aha ! ” he began, rubbing his hands. “ ‘ Cras ingens
iterabimus aequor.’ Our portion to-day is the Fifth Ode of
the Third Book, I believe — cotcerning one Regulus, a gentle¬
man. And how often have we been through it P
“ Twice, sir,” said Malpass, head of the form.
Mr. King shuddered. “ Yes, twice, quite literally,” he said.
“ To-day, with an eye to your army viva voce examinations —
ugh ! — I shall exact somewhat freer and more florid renditions.
With feeling and comprehension, if that be possible. I ex¬
cept ” — here his eye swept the back benches — “our friend and
companion, Beetle, from whom, now as always, I demand an
absolutely literal translation.” The form laughed subser¬
viently.
“ Spare his blushes ! Beetle charms us first.”
So Beetle, who is evidently meant to be one of the weaker
*“ A Diversity of Creatures.” By Rudyard Kipling. (6s. Mac¬
millan.)
98
THE EDUCATIONAL TIMES.
[Aug. 1, 1917.
brethren, stands up and begins to translate. He has a “ gua¬
ranteed construe ” given him by another boy, and so feels
pretty safe.
This is how he begins :
“ Credidimu8, we — believe — we have believed,” he opened in
hesitating, slow time — “ tonantem Jovem, thundering Jove —
regnctre, to reign — caelo, in heaven. Augustus, Augustus —
habebitur, will be held or considered — praesens divus, a present
God — adjectis Britannis, the Britons being added — imperio, to
the Empire — gravibusque Persis, with the heavy — er, stern
Persians.”
“ What ? ”
“ The grave or stern Persians.”
Beetle now prepares to sit down. But King says : “ I am
quite aware that the first stanza is about the extent of your
knowledge ; but continue, sweet one, continue.”
Beetle accordingly continues.
“ Milesne Crassi, had — has the soldier of Crassus — vixit,
lived — turpis maritus, a disgraceful husband - ”
“ You slurred the quantity of the word after turpis,” said
King. “ Let’s hear it.”
Beetle finishes his portion, and then asks :
“ Shall I go on, sir? ”
Mr. King winced. “No, thank you. You have indeed
given us a translation ! ”
But King does not leave Beetle alone for long. This is how
he addresses him after listening to a random reply :
“ Guessing, Beetle, as usual, from the look of delubris that
it bore some relation to diluvium, or deluge, you imparted the
result of your half-baked lucubrations to Winton, who seems
to have been lost enough to have accepted it. Observing next
your companion’s fall, from the presumed security of your
undistinguished position in the rearguard, you took another
pot-shot. The turbid chaos of your mind threw up some
memory of the word ‘ dilapidations,’ which you have pitifully
attempted to disguise under the synonym of ‘ ruins.’ ”
Later in the lesson a boy called Yernon makes a mistake
that arouses King’s wrath. He says :
“ So far as in me lies, I will strive to bring home to you,
Yernon, the fact that there exist in Latin a few pitiful rules
of grammar, of syntax — nay, even of declension, which were
not created for your incult sport — your Boeotian diversion.
You will therefore, Yernon, write out and bring me to-morrow
a word-for-word English-Latin translation of the Ode, to¬
gether with a list of all adjectives — an adjective is not a verb,
Yernon, as the Lower Third will tell you — all adjectives, their
number, case, and gender. . . .”
“ I— I’m very sorry, sir,” stammered Yernon.
“Lou mistake the symptoms, Yernon. You are possibly
discomfited by the imposition ; but sorrow postulates some
sort of mind, intellect, nous. Your rendering of probrosis
alone stamps you as lower than the beasts of the field.”
This imposition, which appears to have taken some time
to set, was subsequently remitted, because Yernon made an
apposite Latin quotation when fumes from the science room
began to scent the air.
Winton, one of the better scholars, now takes the field.
And hastened away,” said Winton, “ surrounded by his
mourning friends, into — into illustrious banishment. But I
got that out of Conington, sir,” he added in one conscientious
breath.
I am aware. The master generally knows his ass’s crib,
though T acquit you of any intention that way. Can you
suggest anything for egregius exul ? Only ‘ egregious exile ’ ?
I fear ‘ egregious ’ is a good word ruined. No ! You can’t
m this case improve on Conington. Now, then, for ‘ atqui
sciebat quae sibi barbarus tortor pararet.’ The whole force
of it lies m the atqui.”
“ Although he knew,” Winton suggested.
“ Stronger than that, I think.”
He who knew well,” Malpass interpolated.
‘ )Ve11 though he knew.’ 1 don’t like Conington’s
well witting. It s Wardour Street.”
“ Wel1 though he knew what the savage torturer was— was
getting ready for him,” said Winton.
Ye-es. ‘ Had in store for him.’ ”
^ et he brushed aside his kinsmen and the people delaying
his return. r J &
“ Ye-es ; but then how do you render obstantes ?"
“ If it’s a free translation, mightn’t obstantes and morantem
come to about the same thing, sir ? ”
“Nothing comes to ‘about the same thing’ with Horace,
Winton. As I have said, Horace was not a journalist.”
In an article in the English Review Sir Henry Newbolt
pleads for more spirit in the Latin lesson. More of the soul
of literature and less of the science of words. Assuming that
Kipling’s “ caricature ” has a sound basis, it may be asked
how much literature the form had tasted up to this moment.
King is talking most of the time. He does not let even
Winton translate a dozen words without interrupting, sug¬
gesting, correcting. King, in a way, is enjoying himself.
He is in the sun. Of the rest, one is trying to turn a Latin
poem into English, a word or two at a time, intermittently, as
King’s occasional silences allow, his mind concentrated on
syntax ; a few are probably listening ; Beetle is undoubtedly
digging into the desk with his pocket knife.
One is inclined to wonder if these boys ever read the entire
Ode either in English or Latin. Yet King is a scholar, and
enjoys the classics above all literature. In these days much
is heard about the free expression of individuality. King, a
ripe scholar, whom even Yirgil rouses to enthusiasm, is con¬
demned to spend his days in a school standing alone in the
country. He has no society; no intellectual equals outside
his colleagues to whom he can express himself. He dare not
let himself go to the boys, partly for fear of showing an en¬
thusiastic love of literature that might seem to them ridicu¬
lous, and partly for fear of examinations. “ Kegulus,” says
King, “ which (your examiners won’t ask you this, so you
needn’t take notes) was a sort of God-forsaken Manchester.”
Going back to the lesson — King discusses the passage fur¬
ther, and then annoys Beetle by asking him for a translation
of tendens, a word “ which is utterly untranslatable.” The
fumes intruding from the science room give rise to two pages
more of talk before King “ headed them back to Regulus.”
According to the story, King’s conversation occupies the
greater part of the lesson, and most of the talk concerns
neither Horace nor the Latin tongue.
In the afternoon a rough-and-tumble happened to take place
among our heroes. King was a chance witness.
“ Oh,” said King, “ ‘ Dimovit obstantes propinquos.’ You,
I presume, are the populus delaying Winton’s return to —
Mullins, eh ? ”
“ No, sir,” said Stalky behind his claret-coloured handker¬
chief. “ We’re the maerentes amicos.”
“ Not bad ! You see, some of it sticks, after all,” King
chuckled to Hartopp (the science master). King had promised
his form to have it out with Mr. Hartopp about the fumes.
They are naturally led to discuss the value of their respective
subjects.
“ To go back to what we were discussing,” said King
quickly, “ do you pretend that your modern system of incul¬
cating unrelated facts about chlorine, for instance, all of which
may be proved fallacies by the time the boys grow up, can
have any real bearing on education — even the low type of it
that examiners expect ? ”
“ I maintain nothing. But is it any worse than your Chinese
reiteration of uncomprehended syllables in a dead tongue ? ”
“ Dead, forsooth ! ” King fairly danced. “ The only living
tongue on earth ! Chinese ! On my word, Hartopp ! ”
“ And at the end of seven years — how often have I said it P ”
Hartopp went on — “ seven years of two hundred and twenty
days of six hours each, your victims go away with nothing —
absolutely nothing, except, perhaps, if they have been very
attentive, a dozen — no, I’ll grant you twenty — one score — of
totally unrelated Latin tags, which any child of twelve could
have absorbed in two terms.”
“ But — but can’t you realize that if our system brings later
— at any rate — at a pinch — a simple understanding — grammar
and Latinity apart — a mere glimpse of the significance (foul
word !) of, we’ll say, one ode of Horace, one twenty lines of
Yirgil, we’ve got what we poor devils of ushers are striving
after ? ”
“ And what might that be ? ”
“ Balance, proportion, perspective — life.”
This article is not written to support one side or the other
in the scientific-humanistic fight. Science, or knowledge, is, in
our opinion, as necessary as literature, or thought. Neither is
I it really possible to teach one entirely to the exclusion of the
Aug. 1, 1917.]
THE EDUCATIONAL TIMES.
99
other, though the one may unwisely preponderate. The
suggestion of the writer of the article is that if there is any
truth in Kipling’s sketch it is time to take thought as to what
we are teaching, how we are teaching it, and why. King’s
contention that he teaches Latin to his whole form, day in and
day out, in order that one or two individuals may read Horace
with enjoyment, does not convince us that he is doing the best
for the remainder.
THE COLLEGE OF PRECEPTORS.
MEETINGS OF THE COUNCIL.
A meeting of the Council was held at the College of Pre¬
ceptors, Bloomsbury Square, W.C., on the 12th of May, 1917.
Present : Sir Philip Magnus, President, in the chair ; Prof.
Adams, the Bev. F. W. Aveling, Mr. Bain, Mr. Bayley, the
Bev. J. 0. Bevan, Mr. Holland, Miss Lawford, Mr. Longsdon,
Mr. Bitchie, Mr. Boscoe, Mr. Bushbrooke, Mr. Somerville,
the Bev. Canon Swallow, and Mr. Whitbread.
Sir Philip Magnus was re-elected President of the Council.
Prof. John Adams, Zvlr. B. F. Charles, and Mr. J. F. P.
Bawlinson were re-elected Vice-Presidents of the Council.
Mr. Bushbrooke was re-appointed Dean of the College, and
Dr. Armitage- Smith Treasurer of the College.
The Moderators, Examiners, Inspectors, and Bevisers for
the year ending in May 1918 were appointed.
In response to the invitation of the Entente Committee of
the Boyal Society of Literature, Prof. John Adams was ap¬
pointed the representative of the College at a Conference to
be held on the 1st of June for the purpose of discussing pro¬
posals for furthering the objects of the Entente Committee.
Dr. F. A. Sibly was re-elected a member of the Council.
The following resolution was adopted : —
That the Council of the College of Preceptors affirms its strong-
conviction that monetary or other aid granted to young persons
on the condition of their undertaking to become teachers tends to
lower the status of teaching work. In this connexion the Council
especially deprecates the proposal of the London County Council
Education Committee to the effect that children of ten years of
age are to receive scholarships on condition that they undertake,
through their parents or guardians, to become teachers in public
elementary schools in London. Such an undertaking cannot
ensure that the recipient of the bounty will he bound to become
a teacher.
Mr. W. J. Merridan, A.C.P., Boyal Normal College, Upper
Norwood, S.E., was elected a member of the College.
The following books had been presented to the College
since the last meeting of the Council : —
By the Cambridge University Press.— Tucker and Wallace’s English
Grammar.
By the General Medical Council. — Minutes of the Medical Council,
1916 ; Index to Minutes of the Medical Council, 1903-1916.
Register of Veterinary Surgeons, 1917.
A meeting of the Council was held at the College of Pre¬
ceptors, Bloomsbury Square, W.C., on the 27th of June,
1917. Present : Mr. Bawlinson, Vice-President, in the chair ;
Dr. Armitage-Smith, Mr. Bain, Mr. Barlet, the Bev. J. O.
Bevan, Mr. Brown, Mr. F. Charles, Mrs. Felkin, Miss Frod-
sham, Mr. Hardie, Miss Lawford, the Bev. B. Lee, Mr. Millar
Inglis, Mr. Morgan, Miss Punnett, Mr. Boscoe, Mr. Bush¬
brooke, the Bev. C. J. Smith, Mr. Starbuck, Mr. Thornton,
Mr. Vincent, and Mr. Whitbread.
The following resolution was unanimously adopted : —
That the congratulations of the Council be offered to the
President, Sir Philip Magnus, on the new dignity of Baronet
which has been conferred upon him.
The Secretary reported that he had received from the Bev.
H. A. Soames £50 2^ per cent. Consols for the purpose of pro¬
viding an additional prize for Scripture History.
Prof. John Adams was appointed to deliver the next course
of twelve lectures on “ The Practice of Teaching.”
Mr. T. H. Bowtell was appointed a Beviser in Commercial
Subjects.
Mr. Hay aud Mr. Wagstaff were re-elected members of the
Council. Mr. S. Gregory Taylor was elected a member of the
Council, to fill the place rendered vacant by the resignation of
the Bev. J. B. Blomfield.
The Council considered the Board of Education’s Circu¬
lars 996 and 1002, and adopted the following resolutions : —
(«) That the Council take action to procure more adequate
representation of teachers in general, and. in particular to secure
the direct representation of the College, on the Secondary School
Examinations Council.
( b ) That the Council of the College of Preceptors is of opinion
that teachers, in common with members of other professions,
should have the fullest possible measure of freedom and in¬
dependence in their work.
(c) That secondary-school examinations should be mainly
regulated and controlled by school teachers or their representa¬
tives.
On the recommendation of the Finance Committee, a grant
of £20 was made to a life member of the College.
On the recommendation of the Examination Committee, the
Council expressed their willingness to make suitable arrange¬
ments for the examination of British prisoners of war interned
in enemy or neutral countries.
The Secretary submitted a report on the meeting which
was convened by the Entente Committee of the Boyal Society
of Literature for the purpose of discussing M. de Croze’s
proposal to make provision for performances of French
classical plays at Universities and schools in the British
Isles. The meeting had appointed a Committee to take pro¬
visional charge of the movement, which it was intended
should ultimately be placed under the control of an associa¬
tion of subscribers. The movement was assured of sub¬
stantial support, and a large number of head masters of
public schools had promised to join the Association.
The following books had been presented to the College
since the last Meeting of the Council : —
By the Author. — Patterson’s Language-Student’s Manual.
By the Cambridge University Pres3.— Lobban’s Shakespeare’s Corio-
lanus, and Shakespeare’s King Henry V ; Peskett’s Livy XXIII ; Postgate’s
Lucan De Bello Civili VIII.
By Macmillan & Co.— Fowler’s First Book of English Prose for Repetition ;
Macardle’s Selections from Malory’s Le Morte d’ Arthur ; Malim’s Njal and
Gunnar.
By the Oxford University Press.— Bartholomew’s Advanced Atlas of
Physical and Political Geography ; Davies’s Modern Language Teaching in
German Secondary Schools ; Forbes’s Second Russian Book ; Lamborn’s Rudi¬
ments of Criticism ; Oxford Russian Plain Texts (Tolstoy’s A Prisoner of the
Caucasus, and Turgenev’s Pegasus, Biryuk, and Forest and Steppe).
By the University Tutorial Press.— Hutchinson’s Advanced Textbook
of Magnetism and Electricity, Vols. I and II ; Weekes’s Johnson’s Life of
Pope.
The Medical Register, 1917.
The Dentists’ Register, 1917.
BOARD OF EDUCATION.
CIBCULAB TO LOCAL EDUCATION AUTHOBITIES
AND SECONDABY SCHOOLS.
Circular 996.
Examination op Secondary Schools.
1. In a Circular (No. 933) issued to Local Education Auth¬
orities aud secondary schools in December 1915 the Board
recorded the stage then reached in the preparation of their
plan for the improvement of secondary school examinations.
They further announced that it would not be possible to pro¬
ceed at once with the plan as a whole. They are now, however,
able to take up the matter again, aud the following steps will
accordingly be taken to bring their scheme into operation on
August 1, 1917.
2. From that date the Board will undertake the function*
and responsibilities of a Co-ordinating Authority for Secon¬
dary School Examinations, with the assistance of a body of
persons to be called “ The Secondary School Examinations
Council.”
3. The main functions of this Council, which are more fully
specified below, will be of a technical character requiring con¬
siderable experience of the practical working of examinations,
and of the conditions which must be fulfilled if the certificates
of approved examining bodies are to be generally accepted as
evidence of the attainment of an adequate standard of general
and advanced secondary education. For this purpose it is
100
THE EDUCATIONAL TIMES.
[Aug. 1, 1917.
desirable that the Council should not be too large for close
discussion and prompt decision, and that the approved exam¬
ining bodies should be represented on it.
The Board are, however, fully aware that there are, or may
be, important interests which should be consulted from time
to time, even though it may not be practicable to give to all of
them a direct representation on the Council. In the case of
the organized professions the Board suggest that a Standing
Committee should be formed which would nominate a member
of the Council, and would have still greater importance and
value as being available for consultation and conference with
the Council as occasion arose. The Board would welcome the
formation of similar Standing Committees by other organiza¬
tions which might be interested in the Council’s work, e.g.
Chambers of Commerce.
4. The Council will consist of eighteen persons, and will, in
the first instance, be constituted as follows : —
To be appointed by —
Part I. —
The Oxford and Cambridge Schools Examination
Board . ... ... . 1
The Oxford Delegacy for Local Examinations ... 1
The Cambridge Syndicate for Local Examina¬
tions ... ... ... ... ... ... 1
Bristol University ... ... ... ... ... 1
Durham University ... ... ... ... ... 1
London University ... ... ... ... ... 1
Northern Universities Joint Matriculation Board 3
Part II. —
The County Councils Association . 2
The Municipal Corporations Association ... 2
The Teachers Registration Council ... ... 4
Standing Committee of Professional Bodies ... 1
18
The President of the Board of Education will in the first
instance appoint a chairman from outside the Council.
5. Men and women will be alike eligible. One-third of the
members will retire annually, and will be eligible for re¬
appointment. If any of the bodies named in Part I of the
above list is not approved, or ceases to be approved, as an
examining body, its representation on the Council shall cease.
The Board of Education will be represented at the Council
meetings by such of their officers as the nature of the work
may require. These officers will attend as assessors, with the
right to speak but not to vote.
Accommodation and secretarial and clerical assistance will
be provided by the Board, and travelling expenses, &c., will
be allowed to the members.
6. It is intended that the Council shall be established on
August 1, 191/, and from that date all matters falling within
the functions of the Co-ordinating Authority shall stand re¬
ferred to it.
7. The Council will be entrusted by the Board with the re¬
sponsibility for conducting on their behalf as Co-ordinating
Authority all ordinary business, correspondence, and Con¬
ferences connected with the co-ordination of examinations ;
3ut they will consult the Board before committing themselves
on questions of principle or policy which are controversial or
specially important. Officers of the Board who attend meet¬
ings of the Council as assessors may request the Council to
refer any such question to the Board.
f'h0 first duty of the Council will be to consider the ap¬
proval of examining bodies. In making their recommenda¬
tions to the Board with regard to such applications the
Council wiH proceed on the general lines laid down in Cir-
cuiar 849 and summarized in paragraph 2 of Circular 933, as
“oanT by paragraphs 8 and 9 of the latter Circular.
■ U, ■ , m. ' ot^n°il will, subject to the provisions of paragraph 7
ot this Circular, deal with the following matters : —
(а) I he maintenance by each approved examining body
or an adequate standard both for a pass in the examina¬
tion and for a pass with credit ;
(б) Investigation of complaints made by School Auth¬
orities with regard to examinations ;
(c) Promotion of Conferences with examining bodies
and others as occasion arises ;
(J) 1 he form and contents of the certificates issued on
the result of the examinations ;
(e) Negotiations with Universities and professional
bodies for the acceptance of the examination certificates
as exempting the holders from certain other examina¬
tions.
10. The Council will also be at liberty to submit to the Co¬
ordinating Authority from time to time suggestions for the
improvement of the scheme of examinations, especially with
the view of keeping the examinations in touch with the de¬
velopment of new studies and methods in the schools.
11. The Council will present annually to the Co-ordinating
Authority a report of its proceedings in the exercise of the
functions assigned to it, which will be published by the Board.
Finance.
12. In order that the new system of examinations may not
impose a new financial burden on School Authorities, the
Board propose to pay to each school on the Grant List taking
an approved examination an additional grant not exceeding
£2 on each pupil examined as a member of a form submitted
to the first examination with the Board’s approval, and on
each pupil submitted to the second examination.
The Board reserve power to withhold or reduce the grant in
certain cases, as, for instance, where a pupil is submitted to
the first examination more than once, or is submitted to the
second examination prematurely.
L. A. Selby-Bigge.
SCHEME FOR THE BETTER ORGANIZATION OF
EXAMINATIONS IN SECONDARY SCHOOLS.
Circular 1002.
1. This scheme is designed for the examination of pupils in
secondary schools recognized by the Board of Education as
efficient, but provision is to be made for the admission of
other candidates under the age of nineteen years.
2. The Universities will supply the responsible bodies
through which the examinations will normally be conducted,
but it may be found desirable in some cases that, for the pur¬
pose of examinations in such subjects as music, drawing, and
manual instruction, special examining bodies should be ap¬
proved.
3. In order to secure the necessary equality of standard and
the acceptance of the examination certificates by University
and professional bodies as exempting the holders from certain
other examinations, and to provide machinery for enabling
the scheme to be improved from time to time, the Board of
Education will act as a Co-ordinating Authority with the help
of a Secondary School Examinations Council comprising repre¬
sentatives of the Universities, teachers, Local Education Auth¬
orities, and professional bodies.
4. All matters falling within the functions of the Co¬
ordinating Authority will stand referred to the Council,
which will be entrusted by the Board with the responsibility
for conducting on their behalf all ordinary business corre¬
spondence and conferences connected with the co-ordination
of examinations. The Council will consult the Board before
committing themselves on questions of principle or policy
which are controversial or specially important. Officers of
the Board who attend meetings of the Council as assessors
may request the Council to refer any such question to the
Board. Subject as above, the Council will deal with the
following matters : —
(a) The recommendation of examining bodies for ap¬
proval by the Co-ordinating Authority.
( b ) The maintenance by each approved examining body
of an adequate standard both for a pass in the examina¬
tions and for a Pass with credit.
(c) Investigation of complaints made by school author¬
ities with regard to examinations.
(d) Promotion of conferences with examining bodies
and others as occasion arises.
(e) The form and contents of the certificates granted on
the result of the examinations and the arrangements for
their issue.
(ft) Negotiations with Universities and professional
bodies for the acceptance of the examination certificates
as exempting the holders from certain other examina¬
tions.
Aug. 1, 1917.]
THE EDUCATIONAL TIMES
101
5. The Council will be at liberty to submit suggestions to
the co-ordinating authority for the improvement of the scheme
of examinations, and will make an annual report of its pro¬
ceedings in the exercise of the functions assigned to it.
6. Examination schemes submitted to the co-ordinating
authority for approval must fulfil the following conditions : —
(a) Adequate provision must be made for bringing
teachers in the schools into touch with the examining
body by means of representation on the examining body
or of some system of regular consultation.
(b) Provision must be made for examining a school on
its own syllabus if it so desires, unless in the opinion of
the examining body (subject, in case of dispute, to the
decision of the Examinations Council) the syllabus is in¬
adequate in scope or character.
(c) Head masters and head mistresses must be required
to submit to the examining body their estimate of the
merits of candidates from their schools in each of the
■ subjects offered by them for examination, to be taken into
account in the award of certificates under the scheme.
7. Only two examinations will be recognized for schools, one
suitable for pupils about the age of sixteen, and one for those
about two years older.
8. (a) The first examination will be designed to test the
results of the course of general education before the pupil
begins such a degree of specialization as is suitable for ad¬
vanced work in secondary schools.
(j b ) Schools taking the first examination will be required to
present a form or forms as a whole, and not individual pupils.
(c) The condition of passing will be that candidates shall
have reached the required standard in the three main groups
of school subjects, viz. English subjects, foreign languages,
and mathematics and science.
Provision should be made for experiments directed to bring¬
ing subjects such as music, drawing, and manual instruction
within the scope of the examination, and for enabling them
to count under suitable conditions towards the attainment of
a certificate. .
(d) The group of subjects, and not individual subjects,
will be the unit in respect of which success or failure will
be determined.
(e) The standard should be such that a pass with credit
would entitle a candidate to admission to a University,
and a slightly lower standard should be accepted for an
ordinary Pass.
9. The second examination will assume that the candidate
has, after the stage marked by the first examination, fol¬
lowed a more specialized course on the lines indicated in
Chapter VIII of the Regulations for Secondary Schools.
10. Subject to the exercises in particular cases of the
Board’s discretion under Article 35 of their Regulations for
Secondary Schools, schools will not be required as a condition
of recognition for grants to take either examination, but no
school will be allowed to arrange its organization or cur¬
riculum or that of any particular form for the purpose of
preparing any pupils or form for any examination w'hich is
not approved by the Board.
11. Certificates respectively appropriate to candidates who
have and have not received their previous education in second¬
ary schools recognized by the Board as efficient will be granted
on the result of the examinations. The form of the certificates
and the arrangements for their issue will be approved by the
co-ordinating authority.
L. A. Selby-Bigge.
Miss A. C. P. Lunn (Classical Tripos, Girton College, Cambridge),
at present Head Mistress of Brighton and Hove High School, has
been appointed by the Council of the Girls’ Public Day School Trust
Head Mistress of Sheffield High School ; and Miss A. S. Barratt, at
present H.M. Inspector of Secondary Schools and formerly Head
Mistress of East Liverpool High School, has been appointed Head
Mistress of Brighton and Hove High School.
A French Holiday Course, similar to that held last year, will be 1
held, at the request of the Board of Education, at Bedford College
from August 24 to September 6. Particulars from Miss Batchelor,
Bedford College, Regent’s Park, N.W. 1.
ESPERANTO.
[From a Correspondent.]
Among the many educational questions now under discus¬
sion by those who see the necessity of preparation for peace,
none is perhaps of greater importance than that of language
study. It seems advisable, therefore, at this time, when we
are examining ideas and methods with a new interest and from
new points of view, that the claims of Esperanto should be
seriously considered by all.
The War has given an immense force to these claims. It
has shown the great need of a simple, yet exact, medium of
international communication. The vast majority of us are
helpless in our intercourse with some of our Allies (e.g. Flem¬
ish, Belgium, Russia, Serbia) ; moreover, it would be over¬
stating the case to say that most of us could even speak
French fluently. Had Esperanto been generally known, it
would have been an inestimable boon to the Allies ; in com¬
bined operations of armies using such a variety of languages
the lack of this common medium may lead to mistakes at a
critical moment, to needless uncertainty and anxiety, to suf¬
fering and needless loss of life, and also to friction between
co-operating units which results in decrease of cohesion and
efficiency. In Esperanto we have ready to hand a neutral,
international language which can be used for simple corre¬
spondence after even a few hours’ study, while people can
make themselves intelligible in conversation in a few weeks :
days will suffice for mere essential ideas. It possesses a rich
vocabulary, and is at the same time so accurate that ambiguity
of meaning is practically impossible. It is so easy to acquire
a working knowledge of the language that even the distribu¬
tion of the tiny “ Keys ” (published in all important languages)
to the officers and to the more intelligent men of the allied
armies has removed, where this has been done, most of the
language difficulties now experienced. Actual instances are
to hand.
The efficiency of the language has been proved beyond doubt
by nine great International Congresses, at which people of all
countries have met, and held public discussions and private
conversations in Esperanto with perfect ease and freedom.
This practical experience and, in general, the successful use
of Esperanto during a quarter of a century in all kinds of in¬
ternational intercourse, is a sufficiently conclusive proof of its
worth. The testimonies of many men whose opinions are of
weight might also be quoted, for Esperanto has won the
favo arable judgment and support of some of the most eminent
public men, such as H.R.H. the Duke of Connaught, the late
Prof. Mayor, of Cambridge, who learnt Esperanto when he was
eighty years of age, and spoke it at the Congress ; Prof. Gil¬
bert Murray, Prof. Skeat, Sir Vm. Ramsay, Leo Tolstoy, and
others. The language is steadily gaining acceptance among
progressive peoples. In England the New Testament has
been published in Esperanto, while the Old Testament will be
ready for publication after the War. Striking testimonies
have come to hand in favour of the use of Esperanto in the
mission field.
Apart from the economy and convenience that would result
from the universal use of Esperanto for international inter¬
course, it would be a factor of great importance in the cultiva¬
tion of that mutual understanding and friendship between
nations which greatly helps in the preservation of peace. At
present, of course, this is only a matter of importance for us
in regard to the Allies and neutrals. After the War, Esper¬
anto will be needed in the readjustment of commercial, literary,
and scientific relations among all the nations, and it can be of
great service now to the cause of righteousness in the promo¬
tion of mutual understanding, sympathy, and consequent
unity among the Allies.
A very interesting experiment is being made in the Green
Lane Council School, Patricroft, Eccles. In this school two
hundred children are being taught Esperanto. After a few
weeks these youngsters were able to converse with their
teachers and with each other, and are now in the habit of
corresponding with children in various parts of the world.
Their keenness is astonishing. If other boys and girls will
but follow their lead, the international language question will
be solved with ease.
102
THE EDUCATIONAL TIMES.
[Aug. 1, 1917.
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104
THE EDUCATIONAL TIMES.
[Aug. 1, 1917.
REVIEWS.
Higher Education and the War. By John Burnet.
(4s. 6d. net. Macmillan.)
Certain lectures delivered by Prof. Burnet for the St. An¬
drews Provincial Committee form the basis of this book, and
its author takes a pardonable pride in mentioning that his
criticisms of German education were published in May 1913,
and have therefore not been unduly influenced by the present
War. The book bears traces of its origin in lecture form,
and cannot be said to make a unity. But the information
conveyed is of such importance at the present time, and the
style of presentation is so vigorous and attractive, that every¬
one who has a genuine interest in education will welcome the
volume as one of the very best that has appeared within
recent years. It is true that Prof. Burnet’s love of epigram
sometimes carries him further than cold facts warrant. For
example, there are those who will decline to “ remember that
the original meaning of universitas was ‘trades union.’ ” But
there is just enough truth in his suggestion to make it worth
the reader’s while to look further into it, which, no doubt, is
exactly what our author desired. In the deadly flat plateau
of educational writing we welcome all forms of intellectual
sprightliness. Less pardonable is the attempt to settle the
vital problem of formal training as a mere side issue in a
chapter of a small book like this. Even a man of the acknow¬
ledged brilliancy and versatility of Prof. Burnet cannot dis¬
pose of an important subject in this way with his left hand.
It deserves his full attention or his respectful neglect.
The real subject of the book is German higher education and
its lessons and warnings for us : its treatment is all that could
be desired. Our author not only knows all about German
education, but all about our misconceptions about it. Every
educational administrator and every member of a Committee
for educational reform ought to read the book. There they
will find an enormous number of fallacies exposed — fallacies
that are all too widely current among the groups referred to.
The book could have stood the addition of one other chapter,
in order to inform the public of the present state of the con¬
tinuation school system in Germany, since, in view of the
imminent improvements in our plan, we need all the help we
can get from outside experience. But it is ill complaining of
lack when we ought to be full of gratitude for the valuable
help we get from what the book actually provides. It is far
from being a mere exposition of the German system. It
wisely makes sure that, in the first place, its readers get all
the necessary information, but then it takes care that the facts
presented are properly correlated with our own system of edu¬
cation. Prof. Burnet is a severe critic both of our scheme and
the German, but it is delightful to find that on the balance we
have more cause to be pleased than depressed by the contrast
between the two. We, at least, have no Schulelend problem :
no need for public meetings to deal with school suicides. The
relations between parents and teachers in England may not be
of the most cordial, but are certainly not of the permanently
strained kind that is normal in the Fatherland. The great
value of this book is that it not only sets forth sound views,
but supports them by bringing the reader face to face with
the actual facts of the case in Germany. It is long since we
have read a book that brings such well founded comfort to
those who are eager for our educational future.
Prof. Burnet takes up a brief for the “ college ” system as
developed in America. The college period, he maintains,
corresponds to the old faculty of arts period. Probably he
attaches more importance to this part of his argument than
will the great majority of his readers. He should remember
that, after all, the Scotch Universities do not greatly interest
the wider English-speaking public to whom his book makes
its appeal. But, used as an illustration, his treatment of the
Scotch faculty of arts provides valuable material for forming
a judgment regarding the stage at which school work should
end and University work begin. Prof. Burnet will certainly
carry most Lniversity people with him in his contentions.
One would like to quote copiously from this stimulating
volume. I ew books that have passed through our hands have
called for so many marks to indicate interesting and provo¬
cative passages. But, since our space is exhausted, we cannot
cite them, and must content ourselves with urging our readers
to make a point — even at personal inconvenience if need be—
of getting the book and reading it for themselves. They will
find it emphatically worth while.
The Compleat Schoolmarm. A Story of Promise and Fulfil¬
ment. By Helen Hamilton. (2s. net. Oxford: Black-
well.)
Every high-school mistress who reads this little book will
thrill with the satisfaction of seeing on its pages precisely her
own views and feelings expressed with cutting truth and at
the same time with kindly sympathy. The heroine of the
story — by the way, the intending reader must be warned not
to expect a novel, as “ Helen Hamilton ” tells the story in
versified prose — is shown us at school, at the University, an
assistant teacher, and a Head Mistress. With the last title
we are bound to put capitals, so great is the awe she inspires.
The story is addressed to
You driven, anxious, hurrying women,
Always tired,
And starved of life,
Who teach children,
Other women’s,
And of love know nothing.
Some girls become teachers for one reason or another :
And others yet caught young,
Held fast by the machine,
So pitiless, of education,
And broken, shaped, and moulded
Exactly to its will.
And what is the teacher to do ?
You take the immature young things
• Committed to your expert hands,
And give them all your thoughts and care,
Selfless, devoted thought and care,
To make them, meaning quite the best,
Exact replicas of yourselves.
There is probably no weakness in the high-school system of
education that has escaped the notice of this acute observer.
Too strenuous work, glorification of the individual, compara¬
tive unimportance of home, inferiority of parents, rough and
over-tiring games, sentimental attachments — these come in
the school education of the heroine. At college, more hurry,
more over-pressure, complete crushing out of human in¬
terests. As teacher, devotion to school, underfeeding, exer¬
cise correcting, adoration of head mistress, self-importance :
But first the joy,
The thrilling joy
Of “ pi- jaw,”
You love to give them.
The self-importance naturally grows when the heroine becomes
head mistress :
In truth you are the perfect H. M. ,
Positive, opinionated,
Tirelessly energetic,
Filled with missionary zeal ;
Narrow, parochial, unperceptive,
Self-sufficient and complacent,
Antagonistic to ideas
When emanating from the brain
Of unscholastic folk.
In a rough sketch, with colours perhaps a little crudely
mixed, the author gives us a picture, as true in its way as the
more finished study, “ Regiment of Women.” It is not all
bitterness ; she sees and understands the good points; but it
is the bad points we need to change. And change becomes
possible when the victims realize their chains. Can one con¬
ceive of a boys’ school where all the masters are bachelors ?
“Moral Training.” — (1) God Saxo that it was Good. By Mrs.
House. Accompanied by four leaflets : The Gift of Life,
The Temples of Life (Girls), The Temples of Life (Boys),
The Meaning of Love. (The set, 5d., or 4s. a dozen. The
National League for Physical Education.) (2) Canterbury
Leaflets for Parents. Sex Instruction given in the Sim¬
plest Language. (The set, 2d., or Is. 6d. a dozen. The
Aug. 1, 1917.]
THE EDUCATIONAL TIMES.
105
White Cross League.) (3) Staying the Plague. By N.
Bishop Harman. (Is. net. Methuen.)
Every publication that deals earnestly and sincerely with
the knowledge of the body may be welcomed. The conspiracy
of silence, as it is called, has prevailed for so long that many
and repeated utterances are needed to break it. The great
difficulty that the mother feels is a want of the right vocabu¬
lary to use in explaining the functions of the body to little
ones. Every book on the subject that she reads helps to do
away with the difficulty, and to familiarize her with the right
words. We speak here of the mother, for little can be hoped
in this direction from the father. The books before us agree
on one point. They urge alike that there need be no shame
in speaking of the facts of life. The very urgency with which
this plea is reiterated indicates how deep-rooted this feeling
of shame is. Most men know that there are feelings of shame
associated with sex, and therefore they are apt to feel ashamed
in speaking of the facts. Yet no one who has spoken simply
and directly to young children on these matters can help
being struck by the simplicity and directness with which
children receive the information. The main point, it seems
to us, is to satisfy curiosity in young children as it arises, but
not to stimulate it. If to a child’s first questions an unsatis¬
fying or untrue answer is given, the child ceases to ask ques¬
tions from its mother, but may not cease to puzzle and think.
Almost every one is now agreed that the facts of parentage
should be taught at suitable ages. Not only may harm be
done by underground inquiry and inward worrying, but if
the knowledge is not given by those who can give it ade¬
quately it is likely to be acquired in a mutilated form con¬
nected with unpleasant associations.
Mrs. House writes a useful address to parents, which de¬
serves careful study. The first leaflet is to be read aloud to
young children. The second is meant to be read to boys of
from twelve to fourteen years of age. The third to girls from
eleven to thirteen. The fourth is for older boys and girls.
Mrs. House writes delicately, perhaps too delicately. But it
is not always easy.to put into print the exact words one would
use in a talk of this character. The leaflets may well suggest
to mothers the line they should take, and each can modify it
according to the needs.
The Canterbury Leaflets are circulated with the sanction of
the Archbishop, and are expressly intended in the main for
parents and teachers of “ the masses.” There are six leaflets
in all : for parents, and for children at different ages. They
will do good; and yet we could wish they were more out¬
spoken and direct, and less involved in Biblical phraseology.
The knowledge required is as necessary as the knowledge how
to clean the teeth or blow the nose — actions that have to be
taught. It is confusing to mix it up with religious dogma.
Dr. Harman addresses adults, and not children. His book
is based on the findings of the Royal Commission on Venereal
Diseases. The price is low’, and it should be widely read. It
is most important that parents and teachers should under¬
stand and be able to speak without false shame of a disease
that can only be abolished by publicity.
Shantinihetan. By W. W. Pearson. (4s.6d.net. Macmillan.)
Sir Rabindranath Tagore has established a school, attended
by about 150 boys, at Bolpur, about one hundred miles from
Calcutta. The name of this institution is “ Shantiniketan,”
which, we gather, means “ House of Peace.” This book of 111
pages contains : (a) a two-page poem by Tagore ; ( b ) a prose
introduction by Tagore ; (c) a description of the school, by
W. W. Pearson ; (d) a story called “ The Gift to the Guru,”
running to about forty pages, and written by one of Tagore’s
assistants, named Satish Chandra Roy ; (e) four pages of notes
of an address on “ Paradise,” delivered to Japanese students
at Tokyo by Tagore ; (/) four pages on “ Parting,” by Tagore.
Honestly, we do not understand why this unwholesomely
distended booklet should have been published. No doubt the
name of the Indian poet will command a certain amount of
attention, but whatever value the book may have must consist
in its poetical appeal. It contains nothing of educational
value. The description of the school is dreary in the extreme,
and is written in that style of artificial simplicity that favours
sleep. There is too much about “ the poet ” and “ the poet
himself.” The whole reads like what Mr. Selfridge would
demand from his newspaper contributors if he were opening
up a section that made an appeal to the oriental. Lest there
should be the least suspicion that any sordid motive is sug¬
gested, let us add at once that the school shows “a large
yearly deficit which has, up to the present, been met by the
founder of the school.” A chief cause of the deficit is the
fact that the poet insists upon having a very large staff.
“ There are about twenty teachers, some living with their
families, resident in the school.” There is no head master,
the teachers merely electing each year an executive head.
The nature of the discipline may be gathered from the follow¬
ing incident. Mr. Pearson was interrupted in his teaching
one day by one of the boys calling his attention to the song of
a bird. All teaching was suspended, and the pupils “ listened
till the bird had finished.” The rest should be expressed in
Mr. Pearson’s own words : “ The boy who had called my atten¬
tion to the song said to me : ‘ I don’t know why, but somehow
I can’t explain what I feel when I hear that bird singing.’ I
could not enlighten him, but I am quite sure that my class
learnt more from that bird than it had ever done from my
teaching.” This, at any rate, is modest ; and Wordsworth no
doubt would approve. Clear understanding is not regarded
as essential at Shantaniketan. The poet himself gives ad¬
dresses, some of which appear to be above the heads of the
boys, but this “ does not seriously matter, for the boys, even
without fully understanding, are all the time unconsciously
absorbing the point of view of the speaker.” There are people
who appreciate this sort of thing ; it is to them that this book
must make its appeal.
The Scientific Measurement of Classroom Products. By J.
Crosby Chapman and Grace Preyer Rush. (Boston :
Silver Burdett & Co.)
The authors of this book have deserved well of the profes¬
sion by giving in excellent form the results at present attained
in the search for an objective standard by which to test school
work. To be sure, readers will be exasperated by the incom¬
pleteness of our present results, and some of them will be
disinclined to attach any great importance to the methods
suggested. Ten years hence the book will be entirely obso¬
lete, but even then it will have an historical interest ; and at
the present moment it does just the kind of work that we are
urgently in need of in our developing profession. Dr. Chap¬
man and Miss Rush supply exactly the kind of information
that is necessary to enable the keener of our young teachers
to keep abreast of the newest advances : they are playing the
part of the cutting edge in educational progress. We hear a
great deal about these various Thorndike, Courtis, and other
tests, but we have hitherto had no means of getting a com¬
pendious account of the whole field. Here we have an admir¬
able exposition of tests in Arithmetic, Handwriting, Reading,
•Spelling, English Composition, Language Ability, and Draw¬
ing. In addition, we have a general examination of the rela¬
tion between subjective and objective scales, and a treatment
of the application of the scales in actual school work. The
authors are far from overestimating the importance of their
subject, and even go the length of supplying a chapter on the
dangers incidental to the use of these scales. A very valuable
part of the book is the appendix, supplying the sources from
which a full account of the various scales can be obtained.
We are just at the beginning of scientific measurement, and
it is well to have the exact addresses of those who supply
material in the way of charts and other aids. However, the
book is practically self-contained. Thanks to the generosity
of the various investigators, the volume is copiously illus¬
trated by specimens of the different scales of writing, spelling,
arithmetic, and drawing. No progressive teacher can afford,
at the present time, to be ignorant of this book, and inspectors
of schools and directors of education should be compelled to
make its acquaintance. It goes without saying that no trainer
of teachers can remain ignorant of its contents and retain self-
respect.
Self-Reliance. By Dorothy Canfield Fisher.
(4s. 6d. net. Constable.)
The admirei’s of Mrs. Fisher’s previous books will not be
disappointed in this volume. We wonder that she has adopted
the plan of getting her editor to write an introduction. Even
106
THE EDUCATIONAL TIMES.
[Aug. 1, 1917.
feeble writers should be discouraged in getting this initial
shove-off ; in the case of a tried writer like Mrs. Fisher it is
deplorable. The subject is of first-rate importance, and is
treated from all possible points of view. A glance over the
titles of the seventeen chapters will show how catholic and
how practical is the treatment. It is of equal value to the
parent and the teacher ; on the whole, however, the parent
bulks more largely in these pages. As a good Montessorian,
Mrs. Fisher could not have a better subject than she has
cbosen, and old-fashioned people who can be induced to read
the book will learn much that will surprise — and help — them.
The American child is notoriously better able to conduct its
own affairs than is the English, but Mrs. Fisher is not satis¬
fied with even the impressive efficiency of the transatlantic
boys and girls. Naturally her illustrations are based on
American conditions — as, for example, her treatment of the
apartment hotel. But we must keep in view the fact that,
socially, our conditions are rapidly changing in the direc¬
tion marked out by American development. What is
true to-day of American social-economic conditions will be
true of ours within a dozen years. For the rest, human nature
is the same on both sides of the Atlantic, and what Mrs. Fisher
has to say about baby self-reliance, financial self-reliance,
allowances, books and libraries, raw material, and the Robin-
son Crusoe instinct is as useful to us as to the Americans
for whom it is primarily written. The relations between
parents and schools are certainly somewhat different in the
States ; but in this, as in other matters, Mrs. Fisher writes so
brilliantly, so charmingly, and with such a wealth of illustra¬
tion, that even the dullest reader cannot fail to understand.
Her matter is eminently self-interpretative, and the whole
book serves as an admirable exemplification of how to make
readers self-reliant.
Breaking the Spell. An Appeal to Common Sense. Preface
by It. W. Macan. (Simplified Spelling Society, 44 Great
Russell Street, London, W.C. 1.)
This book is apparently supplied free to the inquirer, for no
price is stated. The Master of University College, Oxford,
writes a convincing preface. And, indeed, no one can decline to
admit that English spelling is full of redundancies and incon¬
sistencies ; that its acquisition entails a heavy burden on every
child ; aud that the language is less readily learnt by foreigners
because of the out-of-date forms iu which sounds are ex¬
pressed. There are practically no rules, and a very large
number of words have to be learnt by heart, or have to be
pigeon-holed in the brain, each as a separate picture. “ Every
child,” says Mr. Macan, “ who learns to spell correctly has, on
the average, wasted a thousand hours of school time [a full
year] in acquiring this precious accomplishment.” The reader,
as he turns page after page, grows more convinced of the
folly and wastefulness of our present system. How is it pos¬
sible to convince a child that school education is anything but
a meaningless device on the part of the elders to worry the
young, when he is made to learn “ rode,” “ road,” and
“ rowed ” ?
It is all very convincing, and yet, so strong is habit, the
reform will be far more difficult to effect than it will be to
persuade people to use electric heaters instead of wasteful
open coal fires. The chief supporters, whose names are given,
are professors, teachers, politicians. Writers of general liter¬
ature, for the most part, stand aloof. We admit that we see
no prospect of success to the movement in the near future.
But sympathizers can readily learn the proposed system, and
help to make it familiar to our eyes. New symbols and dia¬
critics are avoided ; generally the most usual spelling of a
given sound is taken as the universal spelling of that sound.
Education after the War. By J. H. Badley.
(3s. 6d. net. Oxford : Blackwell.)
Admitting that education is the dullest of subjects to write
or read of, Mr. Badley invites expert readers to begin with
his closing summary and then turn to whatever special points
in the book may rouse interest. We may say at once that,
without falling back upon this counsel of desperation, we
have found it possible to get at the heart of the little book
with no very serious effort. After the usual introduction,
Mr. Badley has a chapter each on the National Aspect and the
Individual Aspect of Education. Then comes a chapter on
Two Urgent Problems — the Citizenship of Women and
National Service. Chapter Y consists of the summary
already spoken of. When we remember that the author
is the President of the Petersfield Branch of the Workers’
Educational Association, we get a key to the attitude he
adopts. Indeed, he says all the things that he ought to say
from this standpoint, and, though the result is nothing in any
way fresh or original, it is eminently useful as a part of the
much-needed system of educating the public to intelligent
views. We who have to read all the educational publications
sometimes forget what a large section of the public there is
that is quite in the dark with regard to “ reconstruction.”
The only point on which Mr. Badley’s worker friends will
differ from him is in his finding a place for those exclusive
institutions, the old Universities and the public schools.
Physical Education in relation to School Life. By Reginald
E. Roper. (2s. 6d. net. Allen & Unwin.)
This “ Statement of present conditions and future needs for
parents, teachers, members of Education and School Care Com¬
mittees, and all interested in national health,” had its origin
in a thesis presented to the Victoria University of Manchester
for the degree of M.Ed., and accordingly has an academic
basis. Its author approaches his subject from a totally dif¬
ferent point of view from that of the ordinary “ physical in¬
structor.” The result is that we have a reasoned statement
of the whole position, free from the bias that is so common in
books on this topic. The minimum demand for physical edu¬
cation in school in the way of time, Mr. Roper maintains, is
three half-hour periods per week. One of his main theses is
that : “No more direct or effective interference with a vital
factor could be invented than is provided by the school desk.”
Accordingly, he makes a careful study of the sitting posture,
and illustrates his views by a series of tables and very in¬
genious diagrams. The chapter on Discipline is admirable.
Dealing with the relative strength of boys and girls, our
author has much to say that is new and striking, and rather
unexpected in a book on this subject. Sex education is effec¬
tively dealt with, as is also the relation between town life and
physique. The present and the future of physical education
form the subjects of the last two chapters. The book can be
strongly recommended to head teachers who are not specialists
in this matter, and no less strongly to those teachers who are
experts in physical training. The latter will learn from the
book a great deal that is apt to be neglected by those who are
engaged in the actual work of the gymnasium.
Report of a Girls’ Conference on Education.
(Is. Belvedere School, Liverpool.)
Miss Rhys, Head Mistress of the Belvedere School, Liver¬
pool, hit upon the idea of getting her pupils to take more
interest in their school work by giving them a chance of dis¬
cussing with their teachers what education means, and why
girls should study certain subjects. The result of the con¬
ference is printed in this report. Teachers will find much to
interest them in its pages, and even administrators may read
something to their advantage. The charm of the book is the
freshness of the point of view. No doubt many of the com¬
ments of the girls are imitative, but, at any rate, they do not
imitate the professional writer and speaker on education, so
that we have the subjects treated from a new point of view.
It is extremely interesting to compare the attitudes of the
teachers with those of the pupils. Much self-restraint has
been shown by the mistresses when dealing with the merits
of their special subjects. Naturally what is here presented
has been edited. We wonder whether Miss Rhys was a
severe or a lenient censor when dealing with the views of
the mistresses. It must be confessed that, in any case, the
whole reads uncommonly like the expression of absolutely
free opinion. Such experiments as these are hopeful in¬
dications of the living interest of teachers and pupils in what
underlies the routine of school work.
The Bird of Life. By Gertrude Vaughan. (3s. 6d. net.
Chapman & Hall.)
Rachel Cawardine is born with a desire to live. Her soul
refuses to go in harness. Fortunately for her character, in
Aug. l, 1917. J
THE EDUCATIONAL TIMES.
107
her childhood nothing but loving care surrounds her. Uncle
Matthew is a successful study of a simple, sincere Christian,
radiating goodness wherever he may be. One charge only
can his dissenting flock bring against him : he is thought to
have “ leanings to Rome.” Eventually he becomes a curate
in the Established Church ; but the taint of dissent clings to
him, and poverty is his portion. On his death, Rachel is in¬
troduced to the family of her godfather, whose son she marries.
But not until she has lived with Aunt Elizabeth in a tiny flat,
and experienced the difficulty that a young and attractive girl
meets in commercial life. The manager makes love to her,
and she is quite suddenly dismissed. A lucky chance enables
her to make a living out of journalism. Then comes the mar¬
riage with a young, strict, and narrow sacerdotalist, whose
only idea in life is an unsympathetic devotion to pitiless duty.
Rachel tries hard to be the self-sacrificing and devoted wife of
a curate. In the end she leaves him. Apart, each works out
his or her salvation, and later they come together again. The
story is told with sincerity and insight. In the early chapters
the narrowness of a mid-Victorian school is well described.
OVERSEAS.
Across the Atlantic has arisen a grand new organization,
with the resounding title — The Pioneers of America. We
picture to ourselves battalions of stalwarts in slouch hats,
preparing to catch the first transport to France, but find that
in reality the pioneers are little boys from nine to twelve— at
what, in fact, in America is known as the “ pre-scout ” age.
They have a motto : “ Never turn back.” More, they have an
oath : but a most respectable one, drawn up, in fact, by a lady.
It runs : “ On my honour as a Pioneer, I will do my best to be
clean in speech, in play, and in life, and to be true to others.”
The purpose of the new organization is to amalgamate all
existing clubs of boys of pioneer age into a great national
confederation whose programme “ represents the best expert
thought available.” The adult leaders of the Pioneers are
known as “ pathfinders,” and include men as well as women.
We wish the pioneers and their pathfinders all manner of
success.
Commissioner Claxton, of the Bureau of Education at
Washington, has hit upon the idea of stirring up all the
competent organists throughput the States, who happen to
have organs at their disposal, to give a weekly one-hour re¬
cital of good, interesting music for the benefit of all the
young people between the ages of eight and eighteen. This
should gladden the heart of Dr. Hayward, since it is just the
sort of thing that he has been yearning for on this side. No
doubt our people will be heard to mutter the inevitable “ after
the War ” proviso. But Commissioner Claxton is right in
wanting it noiv. When could it be more appropriate than in
these dark days of War?
Mrs. Florence Yosbrink has roused genuine public interest
in an educational question. She is a member of the School
Board of Chicago, and as such makes the charge that certain
high-school principals select the women on their staffs on points
of youth, figure, and beauty rather than of experience, ability,
and brains. In England here we sometimes have whispers of
the same sort of thing, but only whispers. No one would make
the charge right out, and, if any one did, the accused persons
would reply with an indignant denial. But there appears to
be another side. The School Review (the excellent Chicago
monthly) calmly puts the two questions : (1) Is the charge
true ? (2) If it is true, is there any justification for the
procedure ? With quiet courage it answers both ques¬
tions in the affirmative. “ School executives the country
over are to - day considering as never before the personal
appearance of candidates, especially of candidates for high-
school positions. . . . School principals would not be
truly masculine if they did not prefer an attractive-appear¬
ing, neat, trimly dressed, fresh, vivacious young woman
to one whose qualifications are the direct opposite. They do
exert such preference, because they know boys and girls pre¬
fer beauty to brains.” Here the Review feels that it has gone
far enough, so it proceeds to explain that beauty does not mean
doll-like prettiness, and is not synonymous with youth ; it is
“ that rich and wholesome attractiveness which any woman of
any age ought to know how to cultivate.” The Review goes
(Continued on page 108.)
jugga a -<n ni o px^Y^Tcgj sp c^vcn sn rr, n sp
A. & C. BLACK’S
PICTURES
GEOGRAPHICAL AND
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TRAVEL PICTURES
Edited by ROBERT PINCH, P.R.G.S.
EUROPE
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Edited by G. H. REED, M.A.
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THE MIDDLE AGES
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Both Series contain questions and exercises and
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pictures in colour as well as in black-and-white,
representing typical scenery and vegetation, human
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buildings. In the History Series the Picture Story
is continuous, and many historical maps are included.
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Edited by S. M. NICHOLLS, M.A.
Price 6d. per packet of 6 Cards.
Series II. — Elevation and Depression of the Land. (In
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,, III.— Sculpture of Earth's Crust. (In 2 packets.)
,, V. — Claciers. (In 3 packets.)
,, VIII. — Mountains. (In 3 packets.)
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Each series can also he had complete in book form.
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Si
108
THE EDUCATIONAL TIMES.
[Aug. 1, 1917.
on to assert that, “ if a woman has brains enough to teach in
a, school, she ought to have brains enough to be an attractive
woman personally. She could be if she had brains enough.’
Then the Review lets itself go. “A homely, slatternly,
stringy-haired, unbuttoned, unkempt creature has no place in
the classroom. She hasn’t brains ; she isn’t gifted ; at any
rate, she isn’t a model of the womanliness we want our girls
to imitate and our boys to admire.’’ One hardly knows what
to think of all this. No doubt there is something in what the
Review says, but Mrs. Vosbrink will certainly not be satisfied.
She will probably insist that she and the Review are speaking
of different things ; and she will, without doubt, be right.
A school principal in California has hit upon the plan of
setting aside one of the seven daily periods of school work as
a “ deficiency ” period, during which pupils have to take up
whichever subject they have shown weakness in. He claims
“that his scheme works excellently, but to complete the cure of
deficiency he has instituted a special additional period every
day (from 8.15 to 9 a.m.) for instruction in how to study.
Each subject gets its turn once a fortnight, and the teachers
have accordingly only an additional burden of three-quarters
of an hour every two weeks. The pupils have, it is true, a
permanent daily addition of three-quarters of an hour. But
the principal says they like it, since the help they get in
proper studying more than compensates for this extension of
the school hours. It is the second of these Californian exten¬
sions that rouses our interest. It is one of the many indica¬
tions that an extended school day is on its way. America leads
in these matters, so we must be prepared to meet and mani¬
pulate the proposals that are certainly coming for a longer
school day.
An American educational magazine published an article by
a distinguished professor, in the course of which appeared a
classified list of stories suitable for school use. Under the
heading of “ Cat ” stories appeared Mr. Kipling’s “ Maltese
Cat.” In the next number of the magazine a critic pointed
out that this particular “ cat ” was a flea-bitten pony, and
went on to describe an incident in a library :
“ Have you Laura Jean Libby’s latest P ” asked the severe
lady.
*• I’m afraid not,” said the librarian ; “ but maybe I can find
something else for you. Here is a good story — ‘ The Kentucky
■Cardinal.’ ”
“ Thank you,” said the lady, “ but I don’t care for any re¬
ligious book to-day.”
“ But,” protested the librarian, “ this cardinal was a bird.”
“ That fact,” answered the lady with freezing dignity,
would certainly not recommend the book to me, I assure
you.”
GENERAL NOTICES.
GKEEK.
Greek Ideals : A Study of Social Life. By C. Delisle Burns.
(5s. net. Bell.)
I he Greece spoken of here means Athens in the fifth century.
The views of Plato, Aristotle, and Socrates are given at some
length. Athenian religion and its influence on social life are
fully described. We have “ The Athens of the country folk, the
Athens of the traders and merchants, the Athens of the wealthy
few, the Athens of the poorer craftsmen, the Athens of free
women, and the Athens of boys in the gymnasia and of girls in
the precincts of temples.”
LATIN.
Longmans Latin Course.” — A Senior Latin Reader.
Compiled by J. Lang. (3s. 6d. Longmans.)
. The idea of the book is to give fairly long extracts from classical
authors for the use of elder pupils for the one year or two vears
preceding their entrance to a University. There are about 150
pages of text, relieved by a large number of illustrative sketches,
and nearly 100 pages of notes. The authors introduced are Sal¬
lust, Livy. Cicero. Suetonius, Erasmus (ehronologicallv out of
place), Tibullus, Ovid, Virgil, and Horace.
Selected Letters of Cicero. Edited by Hubept McNeill Poteat.
(2s. 6d. net. Harrap.)
: Compiled for freshmen who 'have not enjoyed opportunities of
very scholarly teaching, the notes are very full, some one hundred
pages in comparatively small type. The “ Letters ” occupy about
eighty pages of clear type.
Livy, Book XXIII. Edited by A. G. Peskett.
(2s. 6d. Cambridge University Press.)
The volume contains an introduction, the text, notes, a critical
appendix, an index, and a map. The editor, in his notes, has
kept the teacher in view as well as the pupil. This is a wise
precaution that editors sometimes overlook.
Latin Lists and Notes for Examination Purposes.
By the Bev. F. C. Gillespie. (Is. net. Oxford : Blackwell.)
This little book is a tribute to examiners, whose habits after
years of experience can be gauged with accuracy. In twenty-two
not very crowded pages will be found “ lists of those words and
phrases which are the particular favourites of examiners in Re¬
sponsions and the Senior and Junior Local Examinations.” The
remaining fourteen pages call attention to “ the rules that are
most frequently broken by men who are weak in Latin prose.”
Perse Latin Plays. By R. B. Appleton. Second edition.
(Is. fid. net. Heffer.)
It speaks well for the “ new method ” that a second edition of
these plays should be called for. They were written by Mr.
Appleton especially for middle forms in schools, vamd undoubtedly
make the study of the language more real to young students than
extracts from Caesar or Livy would do. There are eleven plays,
and an introduction indicating how the book should be used.
FRENCH.
The Beautiful Folk-songs of the Stricken Provinces of France.
Collected by Austin de Croze ; harmonized, by Gustave Ferrari.
(2s. 6d. net. St. Leonards-on-Sea : Butler.)
A publisher’s note tells us that over four thousand of these
Songs have been bought among 185 schools in Great Britain. The
note also appears to indicate that the price to schools is Is. in¬
stead of 2s. fid. The folk-songs give the true spirit of a people
in a way that nothing else can ; and this opinion is endorsed by
Sir John McClure, who writes a preface. M. de Croze hopes that
his book will help to secure the friendship of the French and Eng¬
lish nations.
“ Harrap’s Modern Language Scries.” — Marguerite et Ses Amis.
Par V. Louis. Illustre par M. W. Tarrant. (Is. 6d. net.
Harrap.)
A first reading book for little girls who have had some prac¬
tice in oral French. Each chapter describes part of the home
life of a little French girl, and is accompanied by a picture which
helps to the meaning of the words.* A vocabulary is added “ re¬
luctantly ” for the more backward children. The book is for read¬
ing and not for translation ; it will prove very helpful for the
stage indicated.
Elementary French Exercises. By the Rev. B. V. F. Bracken -
bury. (Is. fid. Macmillan.)
The first sentence of the first exercise is ‘‘Of the boy”; the
last exercise is an extract from “ The Water Babies.” Between
these two come some eighty pages of English sentences, illustrat¬
ing the main difficulties of accidence and construction. There is a
vocabulary. The compiler's view is that the book should be used
as a drill on whatever grammar is being learnt.
‘‘ Heath’s Modern Language Series.” — En France. With Notes,
Oral Exercises, and Vocabulary. By C. Fontaine. (2s. net.
Harrap.)
M. Duval takes his children for a holiday journey through
France. There are plenty of pictures. Just the sort of book that
the teacher needs for a junior class.
“ Heath’s Modern Language Series.” — Notebook of Modern Lan¬
guages. Prepared by I. H. B. Spiers. (Is. 3d. net.
Harrap.)
An Svo of nearly 150 blank pages of writing paper closely ruled.
Some of the pages have headings and a few examples, such as
“ Synonyms : patrie, pays, contrde " ; but for the most part they
are blank. The compiler wishes to encourage pupils in the habit
of making their own notes.
GERMAN.
Deutsche Anekdoten fur die Sclrule. Compiled and edited by
Lilian L. Stroebfe. (9d. net. Harrap.)
Dr. Lilian Stroebe finds anecdotes a great help in the early
stages of German, and has accordingly compiled a collection of
over fifty. They are short, and the type is well spaced. Each
might form the subject of a weekly lesson.
SPANISH.
A Modern Spanish Grammar. By E. Alec Woolf.
(3s. net. Bell.)
A complete grammar in good type and clearly arranged. Vira
Aug. 1, 1917.]
THE EDUCATIONAL TIMES.
109
voce practice is given, the vocabulary is learnt by frequent repeti¬
tion, and the grammar rules are deduced from the examples given.
Macmillans Spanish Series." — Elementary Spanish- American
Header. Edited, with exercises, notes, and vocabulary, by
Frederick Bliss Luquiens. 4s. net. (2) Spanish Reader of
South American History. Edited, with notes, exercises, and
vocabulary, by Edward Watson Supple. (4s. 6d. net. Mac¬
millan.)
These are attractive volumes, in large type, with plenty of illus¬
trations. The first one is elementary in the sense that it contains
lairly easy reading matter for students who have not advanced
very far in the language. It is not a beginners’ book. The ex¬
tracts in both volumes are from recognized writers.
RUSSIAN.
"Oxford Russian Plain Texts."— (1) Peyasus ; Biryuk; Forest
and Steppe, by Turgenev; (2) A Prisoner of the Caucasus, by
Leo Tolstoy. (Each Is. net. Clarendon Press.)
As the title indicates, these little volumes contain the Russian
text only, no notes or introduction. Each volume has about sixty
pages of excellent type.
Phird ' Russian Book. Extracts from Aksakov, Grigorovich,
Herzen, and Saltykov. Accented and edited, with full notes
and complete vocabulary, by . Nevill Forbes. (2s. 6d. net.
Clarendon Press.)
These passages from four Russian classic authors continue the
series introduced by Mr. Forbes’s “ Russian Grammar ” and his
“First and Second Russian Books.” The reading matter covers
130 pages, with footnotes ; there is a vocabulary.
Constable’s Russian Readers.” — Elementary Russian Reader.
Edited, with accents, notes, exercises, and vocabulary, by
Michael V. Trofimov. (2s. Constable.)
A selection of easy short pieces, including proverbs, riddles,
light verse, and simple stories.
A Hundred Russian Verbs in Common Use; and 1,000 of their
Compound Forms. (Siinpkin, Marshall.)
Each page contains a verb, with the compounds and the English
equivalents arranged in order beneath. Intended to be used as
an accessory to grammar and dictionary.
ENGLISH.
“Macmillan’s Pocket Classics. (1) Southey's Life of Nelson.
Edited by Frederick EEpuk Law. (Is. 3d. net.) (2) The
Last Days of Pompeii. ' Edited by J. H. Castleman. (Is.
net.) (3) The Earlier Essays of James Russell Lowell.
Edited by Ernest Godfrey Hoffsten.' (Is. 3d. net.) (4) Shake¬
speare’s King Richard III. Edited by A. R. Brubacher.
(Is. net.) (5) Shakespeare's King Lear. Edited by Philo
Melvyn Buck. (Is. 3d. net. Macmillan.)
Five more volumes in this handy series of well printed little
books. Each volume contains an introduction and notes.
^ Scott s Lord of the Isles. (lOd. net. Clarendon Press.)
The “ Plain Text Series,” to which this volume belongs, is a
positive boon to teachers and pupils alike, who are apt to be over¬
fed with commentaries. The poem occupies 130 pages, neatly
bound in red cloth ; or in paper covers for 8d.
A First Book of English Prose for Repetition. Passages chosen
and arranged by J. IT. Fowler. (9d. Macmillan.)
About forty passages, varying from one to two pages in length,
intended to accustom the ear to the harmonies of the best English
speech, and to store the memory with beautiful thoughts and
images. There are no notes, nothing to distract the pupil’s atten¬
tion from the passage he is studying.
The “ Granta Shakespeare.” — King Henry V.
Edited by J. H. Lobban. (Is. net. Cambridge University Press.)
Mr. Lobban provides a glossary of difficult words, especially of
words whose meanings have changed. An introduction gives the
necessary help to the young reader, and there are notes.
Johnson’s Life of Pope. Edited by A. R. Weekes.
(2s. Clive.)
This edition contains all that is necessary for a critical study
of the “ Life ” in view of an examination. The text occupies
118 pages; the introduction, dealing both with Pope and Johnson,
22 pages ; the notes about 50 pages.
The Pronunciation of English. Reduced to Rules by Means of a
System of Marks applied to the Ordinary Spelling. By W. A.
Craigie. (Is. 6d. net. Clarendon Press.)
A very useful book for foreigners learning to pronounce English.
Stories in Verse. Selected by V. H. Collins.
(Is. 6d. Clarendon Press.)
The editor excludes reflective, lyrical, and descriptive poems.
He inserts in this collection poems that relate a definite story.
They are suitable for young children. Quite a good selection. ;
HISTORY.
History of Serbia. By Harold W. V. Temperley.
(10s. 6d. net. Bell.)
At the present moment the history of the Serbian nation is of'
special interest, and readers will gladly turn to this book, in
which Mr. Temperley has put the results of many years of travel
in the Balkans and of study in the British Record Office, “ which
furnishes material as rich and important as it is neglected.” For
the first time an attempt is made to present a complete and
scholarly account of the Serbians from early times. There are'
coloured maps.
The Story of the French Revolution. By Alice Birkhead.
(Is. 9d. Harrap.)
A new volume in the “ Told Through the Ages ” series. The-
type is large and clear, well suited for younger readers, and there-
are many illustrations. The volume contains over two hundred
pages.
GEOGRAPHY.
The Continents and Their People : Oceania. A Supplementary
Geography. By J. F. Chamberlain and A. H. Chamberlain.
(3s. Macmillan.)
Several volumes have already appeared in this series, and the
authors speak of this as the last one, thus concluding a general
conspectus of the countries of the world viewed in relation to
their inhabitants. The present volume includes the countries of'
Australasia and the more important islands of the East Indies
and the Pacific Ocean. It is part of the teaching of the new
geography that physical features should be studied in connexion
with the inhabitants of the country, and this series of geographical
aids gives useful information, accompanied by many pictures.
Jatala Tales. Selected and Edited by H. T. Francis and
E. J. Thomas. With Introduction and Notes. (7s. fid. net.
Cambridge University Press.)
This selection of Tales is published at an opportune moment, as at¬
tention is being directed to the opportunities for moral teaching and
training the will that are to be found in the Jataka. The paper and
type make the book a pleasant one to read. The translation is taken
from the complete edition issued under the editorship of Prof. E. B.
Cowell. There are photographic illustrations from the carvings of
the Bharhut Stupa.
Stars at a Glance. A Handy Sky Guide on Novel Lines,
(ls.net. George Philip.)
The little volume contains a general introduction to the study of
the stars, a chart of the moon, a calendar, index to the monthly
aspect charts, and instructions for finding stars on these charts
without the aid of a compass. There are also a number of coloured
plates of the heavens.
PUBLICATIONS RECEIVED.
EDUCATION.
Higher Education and the War. By John Burnet. Macmillan,
4s. fid. net.
Education after the War. By J. H. Badley. Blackwell, 3s. 6d.
net.
Shantiniketan : The Bolpur School of Rabindranath Tagore. By
W. W. Pearson. Illustrated by Mukul Chandra Dey. Mac¬
millan, 4s. 6d. net.
Report of the Minister of Education : Province of Ontario, 1916.
Toronto.
A National Education to National Advancement. By James
Baker. Re-issue, 1917. Simpkin, Marshall, Is. net.
British Education after the War. By Frederick J. Gould. Pre¬
face by F. H. Hayward. Watts, Is. 6d. net.
Report of a Girls’ Conference on Education : January 1917.
Liverpool : The Secretary, The Belvedere School, Prince's
Park, Is. ; by post, Is. 2d.
Self-reliance : A Practical and Informal Discussion of Methods
of Teaching Self-reliance, Iuitiative, and Responsibility to
Modem Children. By Dorothy Canfield Fisher. Introduc¬
tion by M. Y. O’Shea. Constable, 4s. 6d. net.
Physical Education in Relation to School Life. By Reginald E,
Roper. Allen & Unwin, 2s. 6d. net.
CLASSICS.
Greek Ideals : A Study of Social Life. By C. Delisle Burns.
Bell, 5s. net.
Perse Latin Plays. By R. B. Appleton. Second Edition.
Heifer, Is. 6d. net.
110
THE EDUCATIONAL TIMES
[Aug. 1, 1917.
Longmans' Latin Course. — A Senior Latin Reader. Compiled by
J. Lang. Eighty-two illustrations, maps, and plans. Long¬
mans, 3s. 6d.
Latin Lists and Notes for Examination Purposes. By the Rev.
E. C. Gillespie. Blackwell, Is. net.
Livy : Book XXIII. Edited by A. G. Peskett. Cambridge
University Press.
Selected Letters of Cicero. Edited by Hubert McNeill Poteat.
Harrap, 2s. fid. net.
(1) First Rules for Latin Prose : With Hints and Examples.
8d. net. (2) Biennium Latinum : A Translation and Com¬
position Book for Beginners. 2s. fid. net. (3) Further Rules
for Latin Prose. 2s. net. (4) Exercises on Rules for Latin
Prose. 2s. fid. net. By T. C. Weatherhead. Cambridge
University Press.
FRENCH.
The Beautiful Folk-songs of the Stricken Provinces of France.
Collected by Austin de Croze. Harmonized by Gustave
Ferrari. Book I, Set 1. St. Leonards-on-Sea : Butler, 2s. 6d.
net.
Graduated French Dictation. By Sydney H. Moore. Cambridge
University Press, 2s. 6d. net.
Hugo. — Hernani. Edited by M. B. Finch and L. J. Gardiner.
Clive, 2s. 6d.
Notebook of Modern Languages. Prepared by I. H. B. Spiers.
Harrap, Is. 3d. net.
Marguerite et Ses Amis. Par Y. Louis. Illustre par M. W. Tar¬
rant. Harrap, Is. 6d. net.
Elementary French Exercises. By the Rev. B. V. F. Bracken-
bury. Macmillan, Is. 6d.
French Plays for Children. By Josette Eugenie Spink. Harrap,
Is. 3d. net.
En France. With notes, oral exercises, and vocabulary. By C.
Fontaine. ' Harrap, 2s. net.
Oxford French Plain Texts. — The first five volumes edited by H. L.
Hutton. (1) Le Chien de Brisquet; La Combe de l’Homme
Mort ; Paul, ou la Ressemblance. Trois contes par Charles
Nodier. (2) Laurette, ou Le Cachet Rouge. Par Alfred de
Vigny. (3) Le Lac de Gers ; Le Col d’Anterne. Par
Rodolphe Topffer. (4) La Chevre de M. Seguin, &c. Par
Alphonse Daudet. (5) Mateo Falcone ; Le Coup de Pistolet.
Par Prosper Merimee. (6) Paris Menace ; Paris SauvA Par
Franc-Nohain et P. Delay. Edited by G. H. Clarke. Claren¬
don Press, 6d. each.
GERMAN.
Deutsche Anekdoten : Fur die Schule. Compiled and edited oy
Lilian L. Stroebe. Harrap, 9d. net.
Short Essays for Schools. For Fourth and Fifth Forms. With
specimens of analysis and a subject index. Selected by S. E.
Winbolt. Clarendon Press, 2s. fid. net.
Lectures on Style and Composition. By E. Classen. Macmillan,
3s. fid.
Oxford Plain Texts. — Scott’s “ Lord of the Isles.” Clarendon
Press, lOd. net.
The Granta Shakespeare. — King Henry V. Edited by J. H.
Lobban. Cambridge University Press, Is. net.
Macmillan’s Pocket Classics. — (1) King Lear. Edited by Philo
Melvyn Buck. Is. 3d. net. (2) Richard III. Edited by
A. R. Brubacher. Is. net. (3) The Earlier Essays of James
Russell Lowell. Edited by Ernest Godfrey Hoffsten. Is. 3d.
net. (3) The Last Days of Pompeii. Edited by J. H. Castle-
man. Is. net. (4) Southey’s Life of Nelson. Edited by
Frederick Houk Law. Is. 3d. net. Macmillan.
HISTORY.
Lord Kitchener : The Story of his Life and Work. By Donald
A. Mackenzie. Twelve illustrations. Blackie, Is.
Sir Walter Raleigh : Selections from his “ History of the World,”
his “ Letters,” &c. Edited, with introduction and notes, by
G. E. Hadow. Clarendon Press, 3s. 6d. net.
Pages of Britain’s Story : a.d. 597-1898. From her Historians
and Chroniclers. Edited by J. Turral. Clarendon Press,
2s. fid. net.
Stories of the Scottish Border. By Mr. and Mrs. William Platt.
Sixteen full-page illustrations by M. Meredith Williams.
Harrap, Is. 9d.
A Notebook of Medieval History : a.d. 323-1453. By C. Raymond
Beazley. Clarendon Press, 3s. net.
The Story of the French Revolution. By Alice Birkhead. Six¬
teen illustrations. Harrap, Is. 9d.
Stories for the History Hour.- — From Augustus to Rolf. By
Nannie Niemeyer. Harrap, 3s. net.
History of Serbia. By Harold W. V. Temperley. Bell, 10s. fid.
net.
GEOGRAPHY.
History’s Background (Series of Historical Geography Readers). —
Book IT : The Discovery of the Americas and the Growth of
the British Empire. By J. S. Townsend and T. Franklin.
W. & A. K. Johnston, Is. 6d. net.
Bengal; Bihar and Orissa; Sikkim. By L. S. S. O’Malley.
Cambridge University Press, 6s. net.
The Advanced Atlas of Physical and Political Geography/ A new
series of Maps specially designed for Schools, Colleges, and
Private Students. By J. G. Bartholomew. • Oxford Univer¬
sity Press, 8s. fid. net.
SPANISH.
A Modern Spanish Grammar. By E. Alec Woolf. Bell, 3s. net.
Macmillan’s Spanish Series. — (1) Elementary Spanish-American
Reader. Edited, with exercises, notes, and vocabulary, 1 y
Frederick Bliss Luquiens. Macmillan, 4s. net. (2) Spanish
Reader of South American History. Edited, with notes, exer¬
cises, and vocabulary, by Edward Watson Supple. Mac¬
millan, 4s. 6d. net.
RUSSIAN.
Constable’s Russian Readers. — No. I : Elementary Russian
Reader. Edited, with accents, notes, exercises, and vocabu¬
lary, by Michael V. Trofimov. Constable, 2s.
Oxford Russian Plain Texts.— (1) Pegasus (Biryuk) ; Forest and
Steppe (Turgenev). (2) A Prisoner of the Caucasus (Leo
Tolstoy). Clarendon Press, Is. net each.
Third Russian Book. Extracts from Aksakov, Grigorovich,
Herzen, and Saltykdv. Accented and edited, witli full notes
and complete vocabulary, by Nevill Forbes. Clarendon Press,
2s. 6d. net.
A Hundred Russian Verbs in Common Use and A Thousand of
their Compound Forms. Simpkin, Marshall.
ENGLISH.
Johnson.— Life of Pope. Edited by A. R. Weekes. Clive, 2s.
The Pronunciation of English : Reduced to Rules -by means of a
System of Marks applied to the Ordinary Spelling. Bv
W. A. Craigie. Clarendon Press, Is. 6d. net.
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THE COLLEGE OF PRECEPTORS
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CLASS-BOOKS FOR JUNIOR AND PRELIMINARY STUDENTS.
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Algebra, Junior. By A. G. Cracknell, M.A., B.Sc., and
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“ Maintains the high standard of excellence we are accustomed to expect from
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Algebra, Junior, Test Questions in. By F. Rosenberg,
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Arithmetic, The Junior. Being an adaptation of The
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Botany, Junior. By Francis Cavers, D.Sc. 2s. 6d.
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Chemistry, Preliminary. By H. W. Bausor, M.A., late
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Chemistry, Junior. By R. H. Adie, M.A., B.Sc. Second
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Geometry, Preliminary. By F. Rosenberg, M.A., B.Sc.
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French Course, Preliminary. By H. J. Chaytor, M.A.,
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French Header, New Junior. By J. P. R. Marichal,
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phy. It is clearly written and well illustrated.” — School World.
History of England, School. By M. E. Carter, Honour
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Complete Catalogue of Class Books, together with the Special Subjects, for the College of Preceptors’ Examinations, 1918, post free,
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THE EDUCATIONAL TIMES
115
THE COLLEGE OF PRECEPTORS
CERTIFICATE AND LOWER FORMS EXAMINATIONS,
MIDSUMMER 1917.
LIST OF SUCCESSFUL CANDIDATES AT THE HOME CENTRES.
The list of successful candidates at the Colonial Centres will be published in the November
number of “ The Educational Times.”
CERTIFICATE EXAMINATION.
[ Throughout the following Lists, bracketing of names implies equality.']
The Prizes will be awarded as soon as the results of the Examination at the Colonial Centres are
known. The awards will be communicated by post to the successful candidates, and a list of the awards
will appear in the November number of “The Educational Times.” The same number of “The Educational
Times” will contain extracts from the Reports of the Examiners on the work in the several subjects of
the Examination, and a list of the Candidates who obtained the First and Second Places in each Subject
on Senior Papers.
BOYS.
N.B. — The small italic letters denote Distinction in the following subjects respectively:—
a. = Arithmetic.
al. = Algebra.
b. = Botany.
bk. — Book-keeping.
ell. = Chemistry.
d. = Drawing.
do. = Domestic Economy.
du. = Dutch.
. h. — History.
m.
= Mechanics.
e. = English.
he. = Hebrew.
ma.
= Magnetism & Electricity.
/. = French.
i. = Irish.
ms.
= Mensuration.
g. = Geography.
it. = Italian.
mu.
= Music.
ge. = German.
1. = Latin.
P-
= Political Economy.
gm. = Geometry.
lo. = Logic.
ph.
= Physiology.
gr. = Greek.
It. — Light and Heat.
phys.
= Elementary Physics.
s. = Scripture.
sc. = Elementary Science
sh. = Shorthand.
sp. = Spanish,
to. = Tamil.
t. = Trigonometry.
w. = Welsh.
The signs * and t prefixed to names in the Junior and Preliminary Lists denote that the Candidates were entered for the Senior and Junior Grades respectively.
In the addresses, Acad. = Academy, C. or Coll. = College, Coll.S. = Collegiate School, Comm. = Commercial, Conv. = Convent, Elem. = Elementary, End. = Endowed,
Found. = Foundation, H. = House, Hr. = Higher, Inst. -■= Institute, Int. = International, Inter. = Intermediate, Poly. = Polytechnic, Prep. = Preparatory,
P.-T. = Pupil-Teachers, S. = School, Sec. = Secondary, Tech. = Technical, Univ. = University.
SENIOR.
Honours Division.
Cuigniez, A. A.J. s.h.a.al.bk.f.lt.sh.
St. Aloysius’ College, Highgate
O'Brien, E.P. e.h.a.bk.f.l
St. Joseph's College, Dumfries
Byrne, C.J. s.e.a.al.ms.f.
Salesian School, Farnborough
Norton, E.A. s.e.a.l.gr.
Grammar School, Newton Abbot
St. Aloysius’ College, Highgate
Clark’s College, Cardiff
St. Joseph’s College, Dumfries
■ The High School, Havant
St. Joseph’s College, Dumfries
Grammar School, Eccles
St. Joseph’s College, Dumfries
deAguiar.J. s.f.sh.
Elliott, G. A. a. m.
Hunter, E.G.
Booker, B.P. ch.d.
Dunn,E.S. a.f
Aldred,C.N.
Mulrooney,T.A. a.
SENIOR.
Pass Division.
Fleming-Sandes,A.J.T. a.al.m.f.l. Private tuition
Noel,R. J. /. St. Joseph’s College, Dumfries
Dodero.L.P. /. St. Aloysius’ College, Highgate
Ewen,C.I. blc.d. St, Joseph’s College, Dumfries
Wray,S. h. Grammar School, Eccles
( Nugent, T.P. d. St. Joseph’s College, Dumfries
Lshaw,J.K. St. Aloysius' College, Highgate
Skinnider,L.F. St. Joseph’s College, Dumfries
BalljW.P. f.l. Salesian S., Wandsworth Common
Hodsdon,W.A. a,
Rose,L.T. a. id.
Terndrup,L.F. /.
Billing, J.M.
Taylor, C. A. d.
Rice,E.K.
Cooper, J. h.
Cornish, P.G.
Koenig, R.V. a.
Hammond, E.C.
Potts, T.H. It.
Newman, G. a.
rFerrie,T.H.
'-McConnell, J.A.
Potts, D.
FBrowne,A.W.
i-DolandjC.E.
Addis, E.J.
Boreham,J.
Eccles, G.M.
Gadd,F.E.
Brocklehurst, G.S.
Nono,J.A.
Marshall, R.M.
Private tuition
Taplow Grammar School
St. Joseph’s College, Dumfries
The Grammar S., Bentham
Sevenoaks School
Hoe Grammar School, Plymouth
Margate Grammar School
Hoe Grammar School, Plymouth
Portsmouth Grammar School
Richmond Hill School, Richmond
Trent College, Long Eaton
Taplow Grammar School
Grammar School, Eccles
St. Joseph’s College, Dumfries
St. Joseph’s College, Dumfries
Hoe Grammar School, Plymouth
St. Aloysius’ College, Highgate
St. Joseph’s College, Dumfries
Cavendish School, Matlock Bank
Private tuition
Bourne College, Quinton
Hawkesyard Coll., Rugeley
St. Aloysius’ College, Highgate
University School, Rochester
l
Parry, H. Cyfarthfa Municipal Secondary School
for Boys, Merthyr Tydvil
Private tuition
Clark’s College, Cardiff
Sevenoaks School
University School, Rochester
Clark’s College, Cardiff
Hove High School
Salesian S., Battersea
St. Aloysius’ College, Highgate
University School, Rochester
Private tuition
Morfec.H.B.G.
Davies, D.R.G. al.
fFowle,R. H.
Still, G. A.
Jeremy, T.H.
Caunter,W.B.
Malik, K.
0’Sullivan,J.I
Still, C. A.
Hartley, J.E.
JUNIOR.
Honours Division.
Vermeulen , M . s.e.a.al.bk. mis./. du .
Marist Bros.’ Coll., Grove Ferry
Frampton,G.A. e.h.a.al.lt.ch.d.
Portsmouth Boys’ Secondary School
Carles, F.M./.sp. St. Aloysius’ College, Highgate
Peake, H.S. h.g.a.al.f.lt.ch.
Portsmouth Boys” Secondary School
Ball.R.Y. a.al.cli.d.
Portsmouth Boys’ Secondary School
116
THE EDUCATIONAL TIMES
[Aug. 1, 1917.
BOYS, Junior, Honours— Continued.
Loufte.F. s.a.al.bk.ms.
Marist Bros.’ Coll., Grove Ferry
Roberts, H.E. h.g.a.al.ch
Portsmouth Boys’ Secondary School
Roberts, J.H. g.a.aX.
Portsmouth Boys’ Secondary School
Crowley, F. a.al.bk.ms.f.
Marist Bros.’ Coll., Grove Ferry
Waugh, A.H. h.a.cd.
Portsmouth Boys’ Secondary School
Watts, C. al. Portsmouth Boys’ Secondary School
Matthews, F. e.al.
Mill St. Higher Elem. School, Pontypridd
Calderbank,T. s.a.al. Salesian School, Farnborough
Purse, W.L. a.m.
Clark’s Civil Service College, Soutlisea
Gregory, L.P. a.al.
Portsmouth Boys' Secondary School
Showell,R.F. h.a.al.
Portsmouth Boys’ Secondary School
Biddlecombe,C.S. a.al.
Portsmouth Boys’ Secondary School
fKing,E.F. h.a.al.l. Green Park College, Bath
'-O’Meara, T. al. St. Aloysius’ College, Highgate
C Hardy, P.G. Portsmouth Boys’ Secondary School
'-Hawkins, R.C. a.al. Portsmouth Boys’ Secondary S.
Bond, J. A. a.al. Portsmouth Boys’ Secondary School
| Chesshire,F.W. ms. Argyle House S., Sunderland
'-Howell, E.D. a. Portsmouth Boys’ Secondary School
Vigors, L.S. a.d. Portsmouth Boys’Secondary School
Craig, A. a.al.ms.f. Salesian School, Farnborough
f Antoine, M. A./. Salesian School, Farnborough
| Rudolph, H. a.al.l. Salesian School, Farnborough
'-Williams, A. E. a.al. Portsmouth Boys’ Secondary S.
Dodd,T.A.J.M. t.l.gr. Charterhouse, Godaiming
Pendred,L.F. e.al. Epsom College
('Tonkin, G.R. It.phys. Newquay College, Cornwall
'-Williams, T.J. a. Central School, Carnarvon
Fox,L.H. d. Portsmouth Boys’ Secondary School
Davis, G. al.l. Salesian School, Farnborough
('Barnes, R.G. a.lt. Portsmouth Boys’ Secondary S.
'-Hatcher, R.C. h.l. Green Park College, Bath
r Absil,P.J. a.al.f. St. Aloysius’ College, Highgate
'-Hammond, G. J.H. s.al. Grammar School, Steyning
O’Hanlon, P.B. s.h.a.al. St. Aloysius’ Coll., Highgate
Aranjo, J. a.sp.d. St. Aloysius’ College, Highgate
('Russell, W.H. a. Portsmouth Boys’ Secondary S.
'-Solomon, S. Portsmouth Boys’ Secondary School
Banks, G. a. Sevenoaks School
✓•Brown, J. a. Private tuition
| Carr,C. e.g.a. Private tuition
'-Powis.A.V. a.al. MillSt.HigherElem.S.,Pontpyridd
Williams, T. a. Old College School, Carmarthen
Wright, B. al. Salesian School, Farnborough
Reed.A.J, h.l. Devonport High School
Crossley, P.P. d. Grammar School, Eccles
Jackson, W.G. St. Joseph’s College, Dumfries
'-Williams, T. A. Central School, Carnarvon
Twigg,L.E. a. Portsmouth Boys’ Secondary School
Palfrey, T.E.B. Grammar School, Newton Abbot
Griffiths, W. e. Mill St. Higher Elem. S., Pontypridd
Stokes.R.V. a.al. Portsmouth Boys’ Secondary S.
Harrison, R.S. de la M. 1. Brighton College
rEvans.E. s.al. Mill St. Higher Elem. S., Pontypridd
'-Meyer, E. al. Salesian S., Farnborough
pMannell,F.W. Portsmouth Boys’ Secondary S.
Vaughan, D.C. e.h.g.al. The Grammar S., Nantwich
'-Wood,N.W. a.al. Froebel House S., Devonport
J- Caesens.G.A. Salesian School, Farnborough
'-Grubb, E.J. a. Salesian School, Farnborough
Burke, F.W. a. Private tuition
Clifton, H.B. St. Aloysius’ College, Highgate
Cook, E. A. a.al. Salesian S., Wandsworth Common
iGrimshaw.J.N. Private tuition
✓ Baron, A. R. a.al.
Hindley and Abram Grammar S., Hindley
Hopkins, B.R. s. MillSt.HigherElem.S., Pontypridd
'-Sutcliffe, R. A. al. Lytham College
Evans, H.V. «.a.«J. Southport College
Pomeroy, F.H. d. St. Aloysius’ College, Highgate
Temlett.L.W. s.g.sh. Private tuition
JUNIOR.
Pass Division.
*Pollard,M.J. a.al.m. Clark’s College, Cardiff
♦Mackintosh, J.D. St. Joseph’s College, Dumfries
St. Aloysius’ College, Highate.
St. Joseph’s College, Dumfries
St. Joseph’s College, Dumfries
Hoe Grammar School, Plymouth
St. Joseph's College, Dumfries
Grammar School, Eccles
Sevenoaks School
Central School, Carnarvon
St. Joseph’s College, Dumfries
Hoe Grammar School, Plymouth
Salesian School, Farnborough
Private tuition
St. Joseph’s College, Dumfries
'•Venn.L.E. s. Modern School, Streatliam Common
Fletcher, W.M. St. Joseph’s College, Dumfries
Lymm Grammar School
Private tuition
Stafford College, Forest Hill
Private tuition
Portsmouth Boys’ Secondary School
| Eels,E. St. Joseph’s Coll., Beulah Hill
' Kyne,E. s. St. Aloysius’ College, Highgate
Fenerty,W.E. d. St. Joseph’s College, Dumfries
♦Wagner, E.B. Chorlton-cum-HardyGrammar School
♦Charles.V. f.
*DeLacey,M.J.
♦Fletcher, D.R.
♦ Randle, G.H.a.
♦Murphy, F.H.
♦Chapman, E.S.
♦Robinson, W.
Jones, R.M. d.
♦Kirk, D. A.
'Cranch,A.W. It.
Downing, J.
Hamilton, J. E.S.
♦Nicol,R. d.
Masterton,G. a.
^Atkinson, F.H. al.
| Dodds, L.W. a.al.
'-Kitcat,C.deW.
✓Davies, J.H.
r
| Wall, B. Jr a.
'-♦Williams, D.F.
♦Donohoe.F.
✓Bechal,I.e.(t.
| ♦Boyle, G.V.
'-Wood,H. J.
✓Abderhalden,R.C.P. St. Joseph's Coll., Beulah Hill
St. Aloysius’ College, Highgate
Stafford College, Forest Hill
St. Joseph’s College, Dumfries
Private tuition
St. Joseph’s College, Dumfries
St. Aloysius’ College, Highgate
Salesian School, Farnborough
Coopers’ Company’s S., Bow
Private tuition
Private tuition
St. Joseph’s College, Dumfries
Duffy, F.P.
Hoffstein,F. a.
Manley, F.H.
Rogers, E.E.
♦Thompson, G.
Rosenbaum, S. a.
Mill Street Higher Elem. School, Pontypridd
Best,P. Richmond Hill School, Richmond
al.
Private tuition
Beverley School, Barnes
Private tuition
Central School, Carnarvon
Private tuition
Bradford Grammar School
St. Joseph's College, Dumfries
Simon Langton Schools, Canterbury
Hoe Grammar School, Plymouth
Christ College, Brecon
St. Joseph’s Coll., Beulah Hill
Tonbridge School
St. Aloysius’ College, Highgate
Central School, Carnarvon
St. Joseph’s Coll., Beulah Hill
St. Joseph’s Coll., Beulah Hill
Private, tuition
Grammar School, Eccles
Scorton Grammar School
f J3een,n.^. a. Grove House School, Highgate
| Gall,W.C. a. Mile End House School, Portsmouth
♦Goldstone.W.E. d
Loftus,J.
Kearney, J. A.
Williams, O.
^Bowyer,W.E.
| Dawson, H.G.
Uscally,J.J.
✓Nelson, A. E.
| ♦Palmer, C.V.
'-Thomas, W.E.P. 1.
Masters,W.
f
Field, W.G.
f
j Rentzsch,V.F.J.
'-Richards, I.T. h.
Dennes,H.C.
| Gispert,A.E.I.
'-Gosman,A.H. a.al.cli.
C Kirkpatrick, R. S.
'-♦Loades.B.F. a.
Beck.H.C. d.
Metcalfe, C.J.
Root,A.R.E.
♦Tattersall.L.M.
Wells, P.O.J.
Carroll, J.
♦Cooper, L.E.G.
Gongsakdi,P.
Povery,R.W.
( Billington,E.R.
'-Middlehurst,V.J.
St. Joseph's College, Dumfries
St. Aloysius’ College, Highgate
Scorton Grammar School
St. Joseph’s Coll., Beulah Hill
Salesian School, Farnborough
St. Aloysius’ College, Highgate
Aldenham School, Elstree
Grove House School, Highgate
Private tuition
Hawkesyard Coll. , Rugeley
f Fryer, L.R. Higher Grade School, Mountain Ash
I Halliwell,F. a.
| *McHardy,J.D.
| Milligan, T.W.
'-O’Shea, F.J.
rCohen,S.A.L.
I * Sayers, H.M. d.
Private tuition
Bourne College, Quinton"
Taplow Grammar School
Salesian School, Farnborough
Cheltenham College
Sevenoaks School
| Shapland.L.F.
'-Taylor, J.A.
l'Bree,D.P.
'-Peirce, W.J.
rHill.S.P.
| Loddiges,G.L.
j Reynolds, S.J.
| Webb.H.H.P.
'-Whiinster,T.C. a.
Mount Radford School
St. Joseph’s College, Dumfries
St. Aloysius’ College, Highgate
Richmond Hill School, Richmond
Clark's College, Cardiff
Beverley School, Barnes
Clark’s College, Cardiff
St. Joseph’s Coll., Beulah Hill
Private tuition
^-BrookejG.M. Grace Rainsden’s Grammar S., Elland
Carter, L.S. University College S., Frognal, N.W.
Wycliffe College, Stonehouse
St. Joseph’s College, Dumfries
St. Joseph’s Coll., Beulah Hill
St. Joseph’s College, Dumfries
Private tuition
Private tuition
Taplow Grammar School
Harries, l.E.
McConaghy.A.V.
Reeve, J.J.
*Teixeira,A.C. d.
Caldwell, A. J.
Kelynack,T.E.
Warrener,R.W.R.
Westgate.R.P.R.
Melbourne College, Annerley Road, S.E.
f Abderhalden,E. J.J. St. Joseph’s Coll., Beulah Hill
♦Darnell, S. a. Private tuition
j Heatley,R.W. Boys’ Private School, Wem
l Papon, L.L. St. Aloysius’ College, Highgate
✓Chatterton,L.A. a.d. Private tuition
| Every, R. A. s.
^*Lavelle,A.J.
Gleicher,H. a.
Greenwood, C.
Huxtable,A.
Macfarlane,C.W.
Steers, C.N. al.
V*S wan son, W. F. G.
✓ Embleton,S.
Francis, F.T.
Unthank, P.
Annis,E.N.C.
Crossley, T.A.
Escofet,J.F.D.
Grove House School, Highgate
St. Joseph’s College, Dumfries
Private tuition
Salesian School, Battersea
Taplow Grammar School
Private tuition
Stafford College, Forest Hill
Sevenoaks School
St. Joseph’s Coll., Beulah Hill
Kent College, Canterbury
Castleford Secondary School
Private tuition
Taplow Grammar School
St. Joseph’s Coll., Beulah HilJ
Grant, A. J. Brighton Hove & Sussex Grammar S.
Cathcart,O.E. Newquay College, Cornwall
Eckford,H. Boys’ Private School, Wem
Perkins, G.H. Clark’s College, Cardiff
Wurm,A.L. 1. Cheltenham College
♦Watson, H.F. St. Joseph’s College, Dumfries
f Burrows, A. Private tuition
j Fitzgerald, C.G. St. Aloysius’ College, Highgate
j Manton,A.L. Private tuition
j ♦McLauchlan,G. St. Joseph’s College, Dumfries
'-O’Neill, J.J. St. Joseph’s College, Dumfries
Burke, W. A. St. Joseph’s College, Dumfries
Horsfall, L. al. Fartown Grammar S., Huddersfield
l-Lourie,T.J. St. Joseph’s College, Dumfries
^ Adams, C.A. St. Aloysius’ College, Highgate
| Barnes, C.G. Frome Bluecoat School
'-Jenkins, D.O. d. The Grammar S., Pencader
Buckner, R.D. Private tuition
Campin.C.R. Private tuition
Lamping, D. a. Modern School, Streatliam Common
Swain.I.J.C. St. Joseph’s College, Beulah Hill
Trenchard,J.A./. Queen’s College, Southampton
-Trickey,R.H. Alleyn’s School, East Dulwich
✓ Egerton, W.L. Mile End House School, Portsmouth
| Fitzgerald, J.P. St. Joseph’s College, Beulah Hill
'-Roche-Borrowes,A.M. Private tuition
'Bailey, A. a. Private tuition
Brooks, F.C. Salesian School, Farnborough
Hetherington,L.E.N. Private tuition
Smeets,W. /.
^-Abbott, J.
| Price, F.J.
'-Thomas, G.I.
fGorse.D.R.
Oddy.A.E.
Oliver, P. A.
♦Rourke.J.M.
Burt,L.
Carey, J.P.
Cloney.A. J.
Cl-Smith,K.R.
D’Souza,A.C.
♦Henderson, J.A
Luckett,P.
Sevenoaks School
Scorton Grammar School
The High School, Havant
The County School, Rhyl
St. Probus, Salisbury
Mount Radford School
Taplow Grammar School
Hawkesyard College, Rugeley
Salesian School, Battersea
St. Joseph’s College, Dumfries
St. Aloysius’ College, Highgate
Grammar School, Eccles
Private tuition
St. Joseph’s College, Dumfries
Salesian School, Battersea
Aug. 1, 1917. J
THE EDUCATIONAL TIMES
117
BOYS, Junior, Fas*— Continued.
Malloy J.J. d. St. Joseph’s College, Dumfries
Oliver, P.G. The College, Penartli
‘Powell, B.N. Taplow Grammar School
Rees,W.H.L. Tutorial School, Newquay, Cards.
Schreyeck,R.J.M. St. Joseph's College, Beulah Hill
St. Aloysius’ College, Highgate
St. Joseph's College, Dumfries
St. Joseph’s College, Dumfries
Mount Radford School
The Grammar School, Nantwich
Private tuition
Scorton Grammar School
Private tuition
Taplow Grammar School
42 Fellows Road, S. Hampstead
Frome Bluecoat School
St. Aloysius’ College, Highgate
The Grammar S., Ongar
Hawkesyard Coll., Rugeley
Private tuition
Salesian School, Battersea
St. Joseph’s Coll, Beulah Hill
Salesian School, Farnborough
Private tuition
'-Umschlag.J.C. d.
^McCann, C.E.
| Press,T.
•-Webber, L.J.
Powell, M.
Allen, W.D. d.
Allen, W.G.H.
Demaine,R.
Hall, A.
Henson, B. e.
J Hutton, J.N.L.
j Ingle, R.
| Matthews, F.M.E.
'-Sloan, J. A. a.
("Chapman, W.L.
Davis, P.
Foley, W. A.
Greenwood, P.
Millar.E. W.C. a.
Neale, G.H. a. Portsmouth Boys' Secondary School
.Scamell,K.M.
Barlow, T.F.
‘Campbell, P.
Laurence, t.E.
Mitford,E.
•-Pollock, R.M.S.
^ Beech, C.
Crowley,J.
•-Measures, E.W.
,^Grace,AA.
i Holland, J.D.
•-Whittaker, J.C.
('Farrow, S.H.
j McDouall, P.S. a.
j Murphy, E.
| Ralph, Ti
J Smith, S.J.
j Wild, D. A.
(^Williams, M.J.E.
("Brand, R.J. pi lys.
♦Carew, H.
*Glendinning,H. F.
Graham, E.C. h.
Holland, H.C.
Hooton,R. B.
Lewes, C.
Lorriman,F. J.
Stone, W.C.G.
LWest.O.
("Hamilton, D.
Kenny, D.D.
Rees,T.
Watson, A.H.S.
^-Gibson, K.W. al.
I Hickman, C.W.
•-Win ter, J.
("Budd,V.R. a.
Douglas, E. A. g.
‘Green, G.
Jones, J.O.
( Davis, M.P.
Evans, J.
Haskins, B.
‘Jones, C.P.
Magee, E.N.
Patrick, A. K.
^Summers, G.S.
f Cook,A.E.
Ed wards, E.P.
Felkins,G.
Jones, H.G.
Trotter, T.F.B.
•-WoodjG.R. a.
("Bailey, W.E,
Culley.S.
Gates, J.S.
Hunter, W.W.
Private tuition
Merchant Taylors' S., E.C.
Salesian School, Battersea
Froebel House School, Devonport
Scorton Grammar School
Private tuition
Dudley House School, Lee
St. Aloysius' College, Highgate
Sevenoaks School
Chipping Sodbury Endowed School
Salesian S., Wandsworth Common
Taplow Grammar School
University School, Rochester
Taplow Grammar School
St. Joseph’s College, Dumfries
St. Joseph's College, Dumfries
St. Joseph’s College, Dumfries
Private tuition
Froebel House S., Devonport
Brownlow College, Bowes Park
St. Aloysius’ College, Highgate
St. Joseph’s College, Dumfries
Private tuition
St. Joseph’s College, Dumfries
Grove House School, Highgate
St. Joseph’s College, Dumfries
St. Joseph’s College, Dumfries
Froebel House School, Devonport
Collegiate School, Bridgwater
Private tuition
Private tuition
Clark’s College, Cardiff'
Argyle House School, Sunderland
Private tuition
Collegiate School, Bridgwater
Merchant Taylors’ S., E.C.
The Grammar School, Ongar
Private tuition
St. Joseph’s College, Dumfries
Tutorial S., Newquay, Cards.
Salesian School, Battersea
Old College S., Carmarthen
Taplow Grammar School
Hawkesyard Coll. , Rugeley
St. Joseph’s College, Dumfries
Private tuition
St. Joseph’s Coll., Beulah Hill
New College, Harrogate
Swindon Secondary School
St. Joseph's College, Dumfries
The County School, Rhyl
Taplow Grammar School
Private tuition
Grammar School, Kirton, Boston
St. Joseph's College, Dumfries
The Manor House School, Havant
Bailey School, Durham
* Mackintosh, E.
Morris, A.H. al.
Phillips, R.V.
i Rogers, A. E.
j Shepherd, W.J.
j Smith, J.V.
L‘Turk,R.E. d.
^Morley,R.H.
| O’Sullivan, A. E.
•-Perret,M.C.A.
fCoombSjE.W.A.
Jackson, W.H.
‘Raymond, J.A.
Ryan,R.
(" Anderson, J.M.
Byrne Quinn, C.
Cummings, J.
Helm,H. a.
Morris, L.
Nathan, A.
Stuart, D.
•- Watling.R.H. s.
I Allwood, C.W.
Caplan,S.
Lax,M.B. d.
Nida,A.E.
Rushton,N.V.
White, L.L.
Schofield, R.
Beale, R.H.
Co wan, H. A.
Francioli,S.A.
Shelley, H.M.
-Solomons, P.S.
C Allen, A. W.
j Doubleday.H.M.
Heughan,J.
LSamy.M.H.
rCole,W.A.R.
| Cowper.W.M.
•-Evans, D.E.
fBrooker,G.A.B.
•-Geering.G.R.
("Lloyd, W.G.
• Sabalzagaray, V.
("Caldwell, W.
j Randall, C.E.
j Selfe.E. J.A.
LWilliams,H.P.R.
^Cummings, W.
| Jefferies, C.
•-Simpson, J.
I" Cur wen, L.
•-Davison,F.N.
Ellison, J.E.
Commin,L.B.
Edwards, R.
Hough, G.
Sheen, D.J.
( Gaen.P.G.
j Mackintosh, C.
j Radford, C.W.
f.Redfearn,H.W.
/-Davies,Y.C.
| Mosley, J.D. c7i.
•-Thomson, A. W.
("Llewellyn, H.C.
•- Marshall, F.C.
Hirst, L. A.
Marley,S.G.
McMahon, J.
‘Meredith, H.
Smits,K.L.J.
j Whitcher,L.
[. Williams, E.
fBrooker,R.H.A.
I Penny, H.G.Y.
•-Pollard, AC.
("Evans, G.
•-Smith, W.
("Glanistcr,E.E.H
xyirgoe, H.R.St.C,
Taplow Grammar School
Stafford College, Forest Hill
The College, Penarth
University School, Rochester
St. Joseph’s College, Dumfries
Private tuition
Sevenoaks School
Grammar School, Eccles
Private tuition
Taplow Grammar School
Frome Bluecoat School
Private tuition
St. Joseph’s College, Dumfries
Salesian School, Battersea
Private tuition
Salesian School, Battersea
St. Joseph’s College, Dumfries
Private tuition
Private tuition
Private tuition
St. Joseph’s College, Dumfries
University School, Rochester
Private tuition
Private tuition
Private tuition
St. Joseph’s College, Beulah Hill
Private tuition
Sevenoaks School
St. Joseph’s College, Dumfries
Richmond Hill School, Richmond
St. Peter’s College, Westminster
St. Joseph’s Coll., Beulah Hill
Private tuition
Private tuition
Taplow Grammar School
Private tuition
St. Joseph's College, Dumfries
Private tuition
Sevenoaks School
Private tuition
Private tuition
St. Joseph’s Coll., Beulah Hill
Private tuition
Taunton School
St. Joseph’s Coll., Beulah Hill
Private tuition
Private tuition
St. Joseph’s Coll., Beulah Hill
Wycliffe College, Stonehouse
St. Joseph’s College, Dumfries
Leeds Grammar School
Private tuition
Southport College
Denton Central C. School
St. Joseph’s College, Dumfries
Chorlton-cum-Hardy Grammar S.
Salesian S., Wandsworth Common
Private tuition
Salesian S., Wandsworth Common
Private tuition
Taplow Grammar School
Private tuition
Private tuition
Private tuition
Private tuition
Private tuition
Private tuition
Alexander House S., Broadstairs
Queen’s College, Southampton
Modern School for Boys, Minehead
St. Joseph’s College, Dumfries
The Grammar S., Pencader
Clark’s College, Ealing
Private tuition
Clark’s College, Cardiff
Sevenoaks School
Private tuition
Private tuition
Private tuition
Private tuition
St. Joseph’s Coll., Beulah Hill
, ModernSchooljStreathamCommon
( Drinkwater,A. J. Private tuition
•-McLintock,G.G. Sevenoaks School
("Saunders, C.K. MelbourneCollege, AnerleyRoad,S.E,
•-Welton,S.C. The Grammar S., Ongar
Murray, I.S. Taplow Grammar School
Riley ,T.M. Grammar School, Eccles
PRELIMINARY.
Honours Division.
Wright, F. al.f. St. Aloysius' College, Highgate
Figueira,E.L. e.cd. St. Aloysius’ College, Highgate
Willing, H. s.e.a.al.bk.
Marist Brothers’ College, Grove Ferry
Novelli,A. e.g.a.al.bk.
Marist Brothers’ College, Grove Ferry
Nunnier,E. e.a.al.bk.f.
Marist Brothers’ College, Grove Ferry
("Booth, E.J. s.e.g.a.al.d. Southport College
•-Ramoisy,M. e.g.a.f.
Marist Brothers’ College, Grove Ferry
Janssens, H. A. a.cd. St. Aloysius’ College, Highgate
j-Egan,!. a. Salesian School, Farnborough
I Gardener, G. s.e.a.f. Salesian School, Battersea
•-Tenet, J. a. Marist Brothers' College, Grove Ferry
Marcondes,C.F. /. St. Aloysius’ College, Highgate
("Biron,H. s.e.a.al.f.d.
Alexander House School, Broadstairs
•-Deldalle,P. a.al.d. St. Aloysius’ College, Highgate
Wattine,A.F. a.al. St. Aloysius’ College, Highgate
Carette,E. d. St. Aloysius' College, Highgate
Clark, R.L. e.g.al.f.l. Hawkesyard Coll., Rugeley
("Delahoyde,W.P. Salesian School, Farnborough
Finlayson,J. a.f.l. Salesian School, Battersea
Levy,R. e.g.a. Clapton College, Clapton Common
Liptrott, J. a.f. Salesian School, Farnborough
Smith, E.H.F. e.a. University School, Rochester
"Fraikin,J.J. a.f. St. Aloysius' College, Highgate
Ogburn,N.C. e.g.al.f.d.
Devonshire House School, Orpington
Peter, J.J. e.g.f.l. Hawkesyard College, Rugeley
Wood,J,B. s.e.a.al.d.
L Fartown Grammar School, Huddersfield
Jackson, C. e.a.al.f.l. Salesian School, Battersea
^Holman, F. e.g.a.f. Upton College, Bexley Heath
Killingbeck,S. St. Aloysius’ College, Highgate
Pearson, J.F. s.e.h.a.f.
x The Douglas School, Cheltenham
j'Dommerse^E. al. St. Aloysius’ College, Highgate
| Kempley,A. a. al.f. St. Joseph’s College, Dumfries
I Sargeant,H.J. g.a.al.f.
x Osborne High School, West Hartlepool
"Varipati,J. a. St. Aloysius’ College, Highgate
Williamson, F.E. e.a./.
The Douglas School, Cheltenham
Miller, T.T. /. Private tuition
Helen, N. /. Salesian School, Farnborough
/Hothersall, W. e.a.l. Salesian School, Battersea
| Jones, D. e.g.a. w. The Grammar School, Pencader
•-Rebbeck, F.H. s.g.a. Frome Bluecoat School
^Crees,E. J. a. Frome Bluecoat School
I Hurst, G. a.f. Heaton Moor College, by Stockport
•-Moore, H.G. e.a.d. Clapton College, Clapton Common
Sharman,W.C. s. e.g.a.
Clapton College, Clapton Common
f Branson, W.R. g.a.al.
Osborne High School, West Hartlepool
•-Wittrick,J.L. a. c. a.al.
Fartown Grammar School, Huddersfield
McDonald, L.J. Salesian School, Farnborough
^Firmin,E. Salesian School, Farnborough
Gardner, P. e.a.f.sh.
Warner’s College, Parkshot, Richmond
Lamboit,P. al. St. Aloysius’ College, Highgate
^Baschet,A.C.R. /. Salesian School, Farnborough
I Jackson.G.R. e.a. Southport College
•- Ransom, J.H. h.g.a. Frome Bluecoat School
C Daniel, G.E. s.f.d.
Alexander House School, Broadstairs
•-Villarreal, E. a. St. Aloysius’ College, Highgate
118
THE EDUCATIONAL TIMES
[Aug. 1, 1917
BOYS, Pbeuminaby, Honours— continued.
C Jeiter.P. a.al.d. St. Joseph’s College, Dumfries
Lverstuyft.P. /. St. Aloysius’ College, Highgate
Lewis, W. sc.d.
Mill Street Higher Elem. School, Pontypridd
Pritchard, A.C. s.a.d.
Richmond House School, Handsworth
Tweddle,R.S. A. Osborne High S , West Hartlepool
Ware,W.J. e.d.
h Mill Street Higher Elem. School, Pontypridd
Hilton, N. s. Heaton Moor College, By Stockport
fCliffe.A. s.g-a.al. Fartown Grammar S., Huddersfield
I Debruyne.P. e.cd.f. Broadgate S., Nottingham
Strangwayes.J.D.R.R.a./.Broadgate S., Nottingham
| Thurlow,W.S. a.
i Rochester Cathedral Choir S.
^Wingfield, F. e.af.
James, A.S. g.l.'
Lindsay, K.D. s.e.a.
Shepherd, W. a.f.
Wheeler, E.
Rochester
Dudley House School, Lee
Hawkesyard College, Rugeley
Southport College
Salesian School, Farnborougli
St. Aloysius’ College, Highgate
PRELIMINARY.
Pass Division.
tWhite.T.E.S.J.
t Antoine, N.J. d.
tScott,W.F.
tSchjolseth.T.A.
fHales.A.T.
St. Joseph’s College, Beulah Hill
St. Joseph’s College, Dumfries
Grammar School, Eccles
St. Joseph’s College, Beulah Hill
University School, Rochester
tMinningham,J. d. St. Joseph’s College, Dumfries
tFlynn,W. Salesian School, Farnborougli
ftPoll,E.S.S. al. Stafford College, Forest Hill
LtWood,E. Boys’ High S., Swan Mill, Shrewsbury
tCollingwood,A.J.T. St. Joseph’s Coll., Beulah Hill
ftJarvis,L.C.
CtMacmaster, A.
t Barclay, G.S.
tJones,R.E.
f Blouet,R. W. al.
| Browne, V. s.
I Cools, J. al.d.
Ellison, S.F. -a.
| Hale,W.L.B. e.al.f.
[Nevard,C.G. a.
Collegiate School, Bridgwater
St. Joseph’s College, Dumfries
St. Joseph's College, Dumfries
Grove House School, Highgate
Broadgate School, Nottingham
Salesian School, Battersea
Salesian School, Farnborough
St. Joseph's College, Dumfries
Grammar School, Eccles
Salesian School, Farnborough
Burnett, V. A. E. a.
Mill Street Higher Elementary School, Pontypridd
Crockwell,J.S.H. s.
Heaton Moor College, By Stockport
Davis, A. a. Salesian School, Farnborough
HodsoH,P. a.al.J. Salesian School, Farnborough
I tHorswill,P. The Grammar School, Ongar
| t Marsh, L. Salesian School, Wandsworth Common
| Richard, M. a.al. Salesian School, Battersea
fShel bourne, J.G./. Broadgate School, Nottingham
('Barley, L. g.a. Southport College
| Crombleliolme, T. a. St. Joseph’s Coll., Dumfries
| Featherstone.R.T.D. University S., Rochester
CO Donnell, D. al. St. Aloysius’ College, Highgate
fNasli.F. al. St. Aloysius’ College, Highgate
| t Playfair, L.H.M. Grammar School, Eccles
| Rippon.A. s.e.g. Fartown Grammars., Huddersfield
LTodd.A.C. e.o. The Grammar S., Bentliam
Brannigan.F.C. a.al. St. Aloysius’ Coll., Highgate
t Burrell, H.G.P. St. Joseph’s Coll., Beulah Hill
St. Joseph’s Coll., Beulah Hill
St. Aloysius’ College, Highgate
Sevenoaks School
St. Aloysius’ College, Highgate
St. Aloysius’ College, Highgate
Crilly.D.D.
Finlayson.P.D. a.
| Freeland, F.L. e.a.f.
| Kearney, J.
CMoll.J.
r
Bunting, J.F.
Butterworth.R.
| Duffy, F. a
| Fleming, R.G. e.
| fLarg.R.E.J.
| t Laurie, E.
CLewis.E.T. a.w.
Dawson, W.E. a.
Eyres, F.
t<3oodman,L.E.
Todd.W.
Uhlorn.W.H.
Wallace-Arthur,J.
t Warner, R.C.
St. Aloysius’ College, Highgate
Southport College
/-I . ... ’ ” . _ *jyuuiuuu CtUIieCT
Caws, A. 1.3. Osborne High School, West Hartlepool
lln TT v Tp n QnlA«;nn _ i , r .
Salesian School, Farnborough
Alexander House S., Broadstairs
St. Joseph’s College, Beulah Hill
St, Joseph’s College, Dumfries
The Grammar School, Pencader
't Atkinson, R.S.
Civil Service Acad, and Com. Coll., Manchester
Borkwood.C. s.g a. Heaton Moor Coll., By Stockport
I In urocm Y17 P ,, t34- i 1.. _ • » e-x 1 i * ... . ‘
St. Aloysius’ College, Highgate
Southport College
St. Joseph's Coll., Beulah Hill
Salesian School, Farnborough
St. Aloysius’ College, Highgate
St. Aloysius’ College, Highgate
Temple College, E. Sheen
('Cocks, W.B. s.a.
Fartown Grammar School, Huddersfield
| tEdwards,E.A.S. University School, Rochester
| Haig, R.S. Scorton Grammar School
U Perry, J.H.G. St. Joseph’s Coll., Beulah Hill
fCallaghan,T. a.l. Hawkesyard Coll., Rugeley
| Jackson, F.E. e.a. St. Joseph’s College, Dumfries
| fKeast,R.J. Salesian S., Wandsworth Common
j Musgrave,H.J.C. The Douglas School, Cheltenham
j O'Meara, M.S. St. Aloysius’ College, Highgate
LTJnsworthjJ.W. Grammar School, Eccles
f Baird, R.H. St. Aloysius’ College, Highgate
| fJenkins,W. J. The Grammar School, Pencader
1 Jones, W.G. /. Grammar School, Eccles
| Lodge, G.A. Fartown Grammar School, Huddersfield
I fNewman,E.D. Modern School, Streatham Common
^fThoburn,F.X. Salesian School, Battersea
St. Joseph’s College, Dumfries
St. Aloysius’ College, Highgate
Scorton Grammar School
Salesian School, Battersea
Salesian School, Farnborough
Hawkesyard College, Rugeley
St. Aloysius’ College, Highgate
tPearmain.D.C.L.s.e, Clapton Coll., Clapton Common
fDove,J.
LLemgruber,0.
fCarr,J.E. a.al.
j fDunn,R.
| Illingworth, W. a.
| James, L.H. g.
Levie,I.E. a.
Boys’ Private School, Wem
St. Joseph’s College, Dumfries
Salesian School, Farnborough
Central School, Carnarvon
St. Aloysius’ College, Highgate
Salesian School, Batterse3
Salesian School, Batterse3
St. Joseph’s College, Dumfries
fEdwards,C.M. a.
| tMcGartlandjT.E.
j Whelpton,B. a.
f Williams, H.M.
f Butler, J. II.
j t Garay coa,F. sp.
| fMoore-Clancy,J.
kfSproule,L.F.
ffBlack,R. St. Joseph’s College, Dumfries
j fCooke,R.H.R. Modern School, Streatham Common
| Evans,D.B. a.w. The Grammar School, Pencader
| tHodge,V. Froebel House School, Devonport
j Stanbury,W.H.L. a.al. Peverell Private S., Plymouth
j Thomas, M.M.e.sc.
Mill St. Higher Elementary School, Pontypridd
t,fVanderheydc,G. St. Joseph’s College, Dumfries
('Blackford, A. a. The Grammar School, Ongar
j Eminton,J.G., a. The Grammar School, Ongar
| fJones,D.M. Old College School, Carmarthen
j Murray, R. a.al. Salesian School, Battersea
j Pinnock,C.W. a. Salesian S., Wandsworth Common
j Rae,N. a. St. Joseph’s College, Dumfries
LSadu.M. Clapton College, Clapton Common
f fBack,L.W.
I Crouden,C.W.
| Dobb,W.G.
j Jones, D.W.T. a.w.
| McNally, P .a.d.
| Wheeler, P.E.S. g.a.
L.Williams,N.H. al.
C Jackson, E.
LfSpagnoletti,C.M.
rLedwidge,E.W.
UMoore,R.
Stafford College, Forest Hill
St. Aloysius’ College, Highgate
Frome Bluecoat School
The Grammar School, Pencader
St. Joseph’s College, Dumfries
Froebel House S., Devonport
The Douglas S., Cheltenham
The Grammar S., Bentliam
Stafford College, Forest Hill
St. Aloysius’ College, Highgate
The Grammar S., Bentham
fBaylis.J. a.al. St. Aloysius’ College, Highgate
| Forsyth, W.R. g. Fartown Grammars., Huddersfield
I tHughman,B.St.L. Alexander House S., Broadstairs
! Jaques,F. St. Aloysius’ College, Highgate
fKyne,T.G. St. Aloysius’ College, Highgate
/'Malloy, J.H. e.a. St. Joseph’s College, Dumfries
| Pratt,J.H. Newquay College, Cornwall
[tRowse.C.A. Newquay College, Cornwall
Connor, L.E.St.C. a.
Southampton Boys’ Coll, and High School
Hamilton, E.
Fraulo,J. a.
| Irving, D.G. a.
Jones, H. e.a.f.
Penwill.S.
Wyatt, S.B.
Salesian School, Farnborough
St. Aloysius’ College, Highgate
Taplow Grammar School
Grammar School, Eccles
Dudley House School, Lee
Alexander House S., Broadstairs
fBrasnett,C.A. /.
Osborne High School, West Hartlepool
I Kehoe,F.J. a. Salesian S., Wandsworth Common
| LeBas,R. a. Salesian School, Battersea
j tLiddle,R.G. Sevenoaks School
I Manning, E.G. Mount Radford School
I McMenemy.J.C. a. St. Joseph’s College, Dumfries
LtSbarborijV. St. Joseph’s College, Dumfries
f Barnett, C.L. a. The Grammar School, Ongar
| Huguet,V.E. /. Salesian S., Wandsworth Common
| Lane.D.P. Salesian School, Wandsworth Common
j Maloco,C. St. Joseph’s College, Dumfries
I Mitchell, W. St. Aloysius’ College, Highgate
| Pawley, E.L.E. a. Sevenoaks School
I Reeves, F.C. Stafford College, Forest Hill
| Snelling,C.A. Modern School, Streatham Common
! Tencer,L. a. Clapton College, Clapton Common
LVignie,S.G.F. /. Alexander House S., Broadstairs
f Hall, II. Heaton Moor College, By Stockport
I Harrison, W. Southampton Boys’ Coll. & High S.
| tO Hagan, John Salesian School, Battersea
LtWdliams.C. Higher Grade School, Mountain Ash
f Angell,F.E.
Beverley School, Barnes
Baker, G. E. sc.
Eldred,E.W.
tGriffiths.C.B.
Harrison, R.
Kelly, W.
Levander,F.R. e.
fLimprichtjH.C.
LThompson,W. a.
ft Cook, R.G.
tHill.G.P.S.
Kendall, R.A. e.a.
tMiddleton,C.
Navasquez,S.J.
tO ’Hagan, James
Ryder, R.G. a.al.
^tSmith.A.C.
Richmond Hill School, Richmond
Boys’ Private School, Wem
Newquay College, Cornwall
St. Joseph's College, Dumfries
St. Joseph’s College, Dumfries
St. Aloysius’ College, Highgate
Grove House School, Highgate
Argyle House School, Sunderland
Grove House School, Highgate
Froebel House School, Devonport
Sevenoaks School
Stafford College, Forest Hill
St. Aloysius’ College, Highgate
Salesian School, Battersea
Peverell Private School, Plymouth
Sevenoaks School
f Bolt, R. C. A. Rochester Cathedral Choir S. .Rochester
Clough, H. a. Private tuition
Doyle, H. St. Joseph’s College, Dumfries
tHardy.G. Salesian School, Battersea
+Lacey,E.O. Modern School, Streatham Common
Mitchell, W. Salesian School, Farnborough
Steer, S.R. a. Froebel House School, Devonport
White, R.A. Bailey School, Durham
f tDignam,M. Salesian School, Battersea
| Fayers,D.H.F. Clapton College, Clapton Common
j Howard, C.R. St. Aloysius’ College, Highgate
| Kellond, W. d. St. Joseph’s College, Dumfries
| Nolan, V.J. St. Joseph’s College, Dumfries
[.Osborne, L.E.C. Richmond Hill School, Richmond
f Calder,A. Salesian School, Farnborough
| Carter, H.W. e. St. Aloysius' College, Highgate
j +Evans,D. Clark’s College, Cardiff
j t James, W. Salesian School, Battersea
I Kelly, V. a. St. Joseph’s College, Dumfries
| Lugg,F.L. Peverell Private School, Plymouth
| fRimmer,S. Grammar School, Eccles
t.Wheeler,F.F. Newquay College, Cornwall
Armstrong, V. Frome Bluecoat School
Fisher, E.C.H. d. Grove House School, Highgate
James, T.G. e.w. The Grammar School, Pencader
Newman, H.M. Taplow Grammar School
fReynolds,J.J. Salesian S., Wandsworth Common
„ Workman, P.V. Modern School, Streatham Common
f Adcock, G.C.F.
| Andrews, D.F.
| fBurr.P.
I j Flower, E.T.
| Milton, J.W.
Parkins, R.H.
[_Whipp,R.L.
f Butler, S.
| fDoherty.C.
j Murphy, L.
LWhite.F.C.
f Arthur, M.C.B. g.
tBarclay,J.
Brown, T.H.
Farrant,E.G. /.
Foster, C. a.
Hyatt, F.J. a.
Johnson, S.
fLowe,T.P.
Oliver.J.B.D.
f.Townsend,W. J. a.
s. Alexander House S., Broadstairs
St. Thomas’s HighS., Erdington
Salesian S., Wandsworth Common
Richmond Hill School, Richmond
St. Aloysius’ College, Highgate
Modern School, Streatham Common
Grammar School, Eccles
Grammar School, Eccles
St. Joseph’s College, Dumfries
St. Joseph’s College, Dumfries
St. Joseph’s College, Dumfries
Scorton Grammar School
St. Joseph’s College, Dumfries
University School, Rochester
Newquay College, Cornwall
St. Aloysius' College, Highgate
St. Aloysius’ College, Highgate
Boys’ Private School, Wem
High School for Boys, Sutton
Bailey School, Durham
Richmond House S., Handsworth
f fHothersall.E. Salesian School, Battersea
I Mackinnon,A.W. Newquay College, Cornwall
I Metcalfe, A. Scorton Grammar School
| Mulligan, G. St. Joseph’s Ccdlege, Dumfries
| Priddle,N.C. Grove House School, Highgate
| Race,H. St. Aloysius’ College, Highgate
| Taylor, E.J. Clark’s College, Ealing
| t Thomas, G. Southampton Boys' Coll. & High S.
t_Wild,W.E.N. Endcliffe College, Sheffield
f Barnes, N.W. Modern School, Streatham Common
| t Foster, C.F. Sevenoaks School
I Greenlees, C.W. Grammar School, Eccles
| Harrison, A. H. St. Aloysius’ College, Highgate
| Hicks, K.J. Modern School, Streatham Common
| Martin, A. St. Joseph’s College, Dumfries
| PortclqC.A. Frome Bluecoat School
Robinson, N.J. a. St. Aloysius’ College, Highgate
] Skinner, S.J. Alexander House S., Broadstairs
I fStoneman,J.L.S. Newquay College, Cornwall
f tTreacher,C.D.R. Stafford College, Forest Hill
f Blakeley, H. f. Grammar School, Eccles
| Coop,G.N. Grammar School, Eccles
| Llowarch,R. a. Boys’ Private School, Wem
j Lourie,P.J. St. Joseph’s College, Dumfries
j Meynink,S.R. Stafford College, Forest Hill
j Passey, A.G. Brookfield School, Hay
| Paul,N. a. St. Aloysius' College, Highgate
| Pruddah.W.J. The Grammar S., Ongar
| Rose, A. E. Modern School, Streatham Common
j Rundle,J.K. Froebel House School, Devonport
| tSmith.S. Abertillery County School
f. Walsh, J. rf. St. Joseph’s College, Dumfries
Biron,B. Alexander House S., Broadstairs
+Eng]and,C.C. The Grammar S., Ongar
Gillet.S.J. /. St. Joseph's College, Dumfries
Watson, J. a. Argyle House School, Sunderland
tWilliams,L.C. Newquay College, Cornwall
Aug. 1, 1917.]
THE EDUCATIONAL TIMES
119
BOY8, Preliminary, Pass— Continued.
f Barker, E.P.
| Doyle.J.B.
| Humphreys, J.E.
j Lipsham,L.
| Rimmer,J. re.
Russell, B.E.
I Walker, N.E.
L. Wilkin, E. re.
Scorton Grammar School
St. Joseph’s College, Dumfries
Hilsea College, Portsmouth
Stafford College, Forest Hill
St. Joseph's College, Dumfries
Taplow Grammar School
Stirling House, Bournemouth
Scorton Grammar School
'Bowden, A.H.
Collins, D. a.
Mason, W.G.
Otton,H.C. /.
lPugh,J.H.
Froebel House School, Devonport
Salesian School, Farnborougli
Hilsea College, Portsmouth
The Grammar S., Ongar
St. Aloysius’ College, Highgate
f'Barr,R.
| Butcliart,S.G.
| Emary,D.F.
| Jones, E. A. w.
j Kiernan.L. d.
| Pringle, R.
| Richardson, R.
| Robinson, R.
I Stratford, N-F. re.
LSwinbanks,W.F.
St. Joseph’s College, Dumfries
Argyle House School, Sunderland
Salesian S., Wandsworth Common
The Grammar S., Holyhead
St. Joseph’s College, Dumfries
St. Joseph’s College, Dumfries
Bailey School, Durham
Seven oaks School
Taplow Grammar School
St. Joseph’s College, Dumfries
|'CroweBrowne,E.
I Pedley,A.
LStapley.F.E.
St. Aloysius’ College, Highgate
Salesian School, Farnborough
Grove House School, Highgate
("Armstrong, H.L. Stirling House, Bournemouth
| fEvans.H.G. Clark’s College, Cardiff
| Foster, B. Salesian School, Battersea
| Moss,J.J. re. Clifton Cullege, North Shore, Blackpool
| fMcLachlan.J.J. St. Joseph’s Collage, Dumfries
| Parkin.M.E.H. Grove House School, Highgate
j Peace, J. St. Joseph's College, Dumfries
Pullinger,R. St. Joseph’s College, Dumfries
Whitfield, E. e. The Grammar S., Bentham
'tFlowerday,G.A.
Central Correspondence College, Sheffield
tJones,W.E.
Lowe,R.
Tabel,P.C.F.
. tWoodhead,R.
f Adams, J. /.
| Gibson, H.
j Raper.G.A.
| Veritv,T.
LVokes, J.
'Farey,D.R. re.
Granger, T.A. d.
Griffith, R.F.
I Maguire.J.L. re.
Minningliam.T.V. St. Joseph’s College, Dumfries
| O’Neill, M.E. re.
Mill St. Higher Elem. School, Pontypridd
I Rogers, W.E.
L. Mill St. Higher Elem. School, Pontypridd
Groome,E.C. re. The Grammar S., Ongar
tStephen,A. Southampton Boys’ Coll. & High S.
C Aynscough,J.
Budd,A.H.
Empson,G.
Freiensener,H.H.
McLaucliIan,J.A.
Grammar School, Eccles
The Grammar S., Ongar
Salesian School, Farnborougli
The Grammar School, Ongar I
St. Joseph's College, Dumfries 1
The Grammars., Holyhead
Private tuition
Clark’s College, Ealing
Grammar School, Eccles
Dudley House School, Lee
Argyle House School, Sunderland
Scorton Grammar School
St. Joseph’s Cullege, Dumfries
Salesian School, Farnborough
Scorton Grammar School
Endcliffe College, Sheffield
East Leigh School, Sheffield
St. Joseph’s College, Dumfries
| Morse, J.F. Private tuition
i. Turner, N. d. St. Joseph's College, Dumfries
f Ax worthy, R.
| Boyd.G.E.L.
| O’Brien, G.
| Rentzsch,H. L.
| Watkinson,E.S,
LWilkinson,A.
St. Joseph's College, Dumfries
Stirling House, Bournemouth
St. Joseph’s College, Dumfries
St. Aloysius’ College, Highgate
Richmond Hill School, Richmond
Grammar School, Eccles
fBidgood,M. St. Aloysius’ College, Highgate
kJohnson,R.E.G. Modern S., Streatham Common
( Patterson, T. St. Joseph’s College, Dumfries
Powell, E.F. Modern School, Streatham Common
LSmith, W.L. Richmond Hill School, Richmond
( Dolby, R.
I Povey.C.W.
LStecker.K.
Stirling House, Bournemouth
Grove House School, Highgate
Taplow Grammar School
('Chinn, W.F. Froebel House School, Devonport
kWinkup,A.J. Grammar School, Eccles
('Bowness,J.L.
I Greenep.J.M.
| Kerruish, W. J
l Wallis, C.J.
St. Aloysius’ College, Highgate
The Grammar School, Bentham
The Grammar School, Ongar
Stafford College, Forest Hill
("Canuto,F.
| Fox,J.H.
| Howes, E. H.
I Kirby, R.
L Procter, S. B.
St. Aloysius’ College, Highgate
Modern School, Streatham Common
The Grammar School, Ongar
Grammar School, Eccles
Modern School, Streatham Common
Munro.W.
St. Joseph’s College, Dumfries
Henderson, R.T. The Grammar School, Bentham
GIRLS.
SENIOR.
Pass Division.
Roberts, M. re. Central School, Carnarvon
John,B. Mill St. Higher Elem. School, Pontypridd
Bore,D.O. 46 Belsize Park, N.W.
Hamilton, H. s.do.
The Friends’ School, Mountmellick
Chisell,F. re. Intermediate School, Gosport
Gronow.L. do.
Mill St. Higher Elem. School, Pontypridd
Albutt,M.E. h.p.do. OsborneHouseSchool,Redditch
Evans, B. A.
Mill St. Higher Elem. School, Pontypridd
Mitchelhill,H.M. s. Private tuition
Gardner, R.E. re. Intermediate School, Gosport
Thomas, L. do. Central School, Carnarvon
Matthews, C.M. s.h.do.
Clapham High School, Clapham Common
Tnrner.W.M.
Sir Josiali Mason’s Orphanage, Erdington
Dunne, W.M. s.f.do. Private tuition
Cuff,D.M. Mill St. Higher Elem. School, Pontypridd
Randall, W.M. s.h.do. Private tuition
Tabberer,P.D. s. Private tuition
Wilson, M.E. s. Vanbrugh Park School, Blacklieatli
Ellis, M. Central School, Carnarvon
Hann,F.S. do. Private tuition
('Brown, J. Mill St. Higher Elem. School, Pontypridd
kwilkinson,D. Private tuition
Williams, E. MillSt.HigherElem. School, Pontypridd
('Nurse, W.R. MillSt.HigherElem. School, Pontypridd
| Wilkins, V.A.
k Mill St. Higher Elem. School, Pontypridd
Evans, L.J. do. Private tuition
Robinson, M.E. Crouch End High School & College
Shepherd, D.H. Bishop Fox’s School, Taunton
rHildick.F.M.M.
Sir Josiah Mason’s Orphanage, Erdington
k-Howcroft.A.R. Private School, Bolton
Johnson, M. Ausdell College, Fairliaven, Lytham
Jones, S. do. Private tuition
rMincliin,J.M. Private tuition
kMorns,E.J. MillSt.HigherElem. School, Pontypridd
Tweed, M.C. Pri\ ate tuition
For list of Abbreviations, see page 115.
('Crittenden, G.E. University School, Rochester
'-Hinton, C.J. MillSt.HigherElem. School, Pontypridd
Iverr,R. The Academy, Ballymena
('Griffin, S. Pengwern College, Cheltenham
kWells,H.R. Private tuition
Yarroll,M.M.H. Private tuition
JUNIOR.
Honours Division.
Graham, I.M. h.a.al.l.clo. Victoria College, Belfast
de Foubert,U.H. e.h.a.f.l. Private tuition
Jacob, D.J. s.do. The Friends’ School, Mountmellick
("Lee,E.N.J. re. High School, Waltham Cross
Mathews, B.C.L. s.a.d.
k The Friends’ School, Mountmellick
Greaves, M. e.h.g.l. Private, tuition
Blakesley,M.H.B. re. Private tuition
^Boyd,P.M. The Friends’ School, Mountmellick
| Bridgwater, L. al.
Blackburne House High School, Liverpool
kstubbs,J.B. The Hiatt Ladies’ College, Wellington
Stark, D.W. s.e. Crouch End High School & College
fMcQuillan,S.F. do. The Friends’ S., Mountmellick
| Spear, O.D. s e.a.al.
k Mill Street Higher Elem. School, Pontypridd
Bennett, N.H. a.phys. Hornsey County School
I'Bibbye.D.N. s. Clark’s College, Forest Hill
k Clough, H.R.M. b. Roedean School, Brighton
JUNIOR.
Pass Division.
Scarborough, D.M. g.
Blackburne House High School, Liverpool
Stubbs, A. The Hiatt Ladies’ College, Wellington
Owen.O. re. Central School, Carnarvon
Sands, M.H. 1. Hollygirt, Nottingham
Dottridge S. Private tuition
('*Bottomley,E.E. d. Private tuition
| Jones, D. Mill St. Higher Elem. School, Pontypridd
| Pridmore,P. Private tuition
L*Sayle,A.I. W. s.d. Gartlet School, Watford
Rimmer,C.H. e.al.ge. Private tuition
('Finch, B. e.do. Private tuition
LJones,F. s. Mill St. Higher Elem. S., Pontypridd
Waterhouse, W M.R. d. Gartlet School, Watford
riAmy,0. d. Private tuition
j *Barker,E. Pengwern College, Cheltenham
LIago,P. e.Bestrebeu High S. for Girls, Brondesbury
Reeves, O.B. Private tuition
i'*Bogue,E.de la C. /.do.
South London S., Anerley Hill
LUsher, W. e. Private tuition
*Hunt,E.M. MillSt.HigherElem. School, Pontypridd
*Mote, M.C. MillSt. HigherElem. School , Pontypridd
( *Baesens,J.M.H.R. /.
t La Sagesse Convent, Golder’s Green Road
LElliott,S. al. MillSt. HigherElem. School, Pontypridd
f Sherry, M.H. Convent of Notre Dame, Northampton
LThomson,E.McC. Benedictine Convent, Dumfries
('Mullineaux,G. al.f.
Bradbury Higher Elementary S., Hale
kMurphy,M. Bradbury Higher Elementary S , Hale
(Meeke,B. Cranbrooke Terrace Ladies’ School and
| Kindergarten, Belfast
U*Thomas,M.M. The Grammar S., Pencader
Eley,A.M. s.e, Roedean School, Brighton
( Hall,L.O. s. Private tuition
| Taylor, C.L. re.
L Belle Vue Girls’ Secondary S., Bradford
('Jones, M. Central School, Carnarvon
j Price, S. a.al.
U Mill St. Higher Elem. School, Pontypridd
Kemp,J.K. re. Crouch End High School & College
rBlakesley,H.C.B. Private tuition
j ^ Edwards, G.
L Mill St. Higher Elem. School, Pontypridd
f*Burdett,J. s. High School, Twickenham Green
| Hudson, M.E. d.
\ Bradbury Higher Elementary School, Hale
h* Williams, A. L. Cwinback Council School, St. Clears
*Hill,K. f. St. Joseph’s School, Lincoln
120
THE EDUCATIONAL TIMES
[Aug. 1, 1917
GIRLS, Junior, Pass - continued.
('♦Alton, E.K.
Hutchinson,!).
Beecliolme College, Belper
Benedictine Convent, Dumfries
fBain,R. Upper Mount, Southsea
I Beauchamp, C.B. Roedean School, Brighton
| Evans, R. do. Mill St. Higher Elein. S., Pontypridd
| Jones, M.M. Private tuition
j Lalanne.G.M. /.
Q La aagesse Convent, Golder’s Green Road
fBatson,E.M. Queen’s College, Southampton
| Forster, J.B.O. Private tuition
j Lambert, M. al. Private tuition
| Miller, I.M. The Hiatt Ladies’ College, Wellington
I Roberts, G. . Private tuition
| Stinson, G.H.C. Private tuition
| Tregenza.E.K. a.
| Higher Elementary Girls’ School, New Brighton
(.Walley.H. The Queen’s School, Chester
Private tuition
Adams, W.M. e.
' Leab, A.C.
Private tuition
Laws.J.A.
Rutherford College Girls’ S., Newcastle-on-Tyne
f Clark, M. A. P.
l.*Wormald,D.
Roedean School, Brighton
Girls’ High School, Roth well
( Boeckstyns, M. M. V. /.
La Sagesse Convent, Golder’s Green Road
j Buthurst,V.E.M. University School, Rochester
| *Davies,G.S. Old College School, Carmarthen
L*Tylee,L.M. Clapham High S., Clapliam Common
fMycock,I.M. Beecliolme College, Belper
| Norris, K. F. Home School, Bath
| Owens, K. Private tuition
LThomas,K. a. Central School, Carnarvon
Van den Cloot,M.C.
La Sagesse Convent, Golder’s Green Road
Hereford Blue Coat School
Convent of Mercy, Alnwick
f Bradley, C.M.
L.Embleton,M. a.
( Edmonds, K.M.
j Griffith, L. A.
| Reynish,D.M. a.
i.*Tromans,L.
fBoard,P.J.
Keyes,E. F.K.
Clark’s High School, Tufuell Park
Central School, Carnarvon
Higher Grade S., Mountain Ash
Private tuition
Private tuition
Brighton k Hove High School
.Robinson, D.E. Crouch End High School and College
f*Gilmore,D W.
Merchant Taylors’ S.
LHendry,I.S.
for Girls, Great Crosby
Private tuition
fCook.L. Bradbury Higher Elementary S., Hale
| Martin, K.K.
Tutorial Classes, Richmond Road, Cardiff
| Matthews, F.M. Private tuition
LThomas,M. Mill St. Higher Elem. S., Pontypridd
('Griffith, M.
| *Roberts,L.M.
I Stanley, D.E.
LStewart,M.E. do.
♦Stewart, E.M.
fDelassus,A.
t. Williams. M.
('♦Hubbard, H.
j *McCafferty,M.J. do.
(.Smith, M.G.
f Jones, S.
(.Stewart, H.
f Abercrombie, J.W.
Lawrence’s College, County Chambers, B’ham
Central School, Carnarvon
Central School, Carnarvon
Private tuition
Victoria College, Belfast
Scarisbrick College, Birkdale
Annecy Convent, Seaford
Central School, Carnarvon
Mill Hill School, Leicester
The Academy, Ballymena
Private tuition
Central School, Carnarvon
Hendon County School
Roberts, M.
(.Stoekwood.M.M. d.
C* Boyles, L.E.
| Davey.J.C. b.
(.Thornton, M.C.
Kennedy, V.
('♦Hargreaves.H.I.O.
(.Houlihan, N.
fBauly,E.L. Crouch End High School & College
j Farr.E.G. Mill St. Higher Elem. School, Pontypridd
(.Field, B. Aston Park School, Handsworth
( Bradford, E. I. ShelfieldMiddle Clas.sSchool, Sheffield
I *Jones,H. MillSt. Higher Elem. School, Pontypridd
1‘MeNaill .1 P TI,„ A _
Central School, Carnarvon
Roedean School, Brighton
Private tuition
Roedean School, Brighton
Roedean School, Brighton
Victoria College, Belfast
Taplow Grammar School
Convent of Mercy, Alnwick
V* McNeill, J.P.
Courthope.E.J. e.
The Academy, Ballymena
Private tuition
f*Dangerfield,D.P.
La Sagesse Convent, Golder’s Green Road
| Jones, E. Mill St. Higher Elem. School, Pontypridd
| Napier, B. Private tuition
j Owen.M. Central School, Carnarvon
| Rea,E.M. s. Cork High School
1 *Rice,V.I. Private tuition
(.Owen, A. Central School, Carnarvon
C Allan, K.M.
| Kausett.G. D.
L’Llewelyn.E.A.
Intermediate School, Gosport
Clark's High School, Tufncll Park
Private tuition
/'♦Butler, E. Convent of Mercy, Alnwick
Cai ns, M. Convent of Mercy, Alnwick
♦Hobby, G. Higher Grade School, Mountain Ash
Payne, E A.M. Private tuition
*Quane,M. do. Ursuline Convent, Crewe
(.Thompson, M.G. Beecholme College, Belper
f Bately.D.V. Private tuition
| Hewitt, MA3. Private tuition
| Homer, D.W. Upper Mount, Southsea
| Hunter, M.J.O. Aston Park School, Handsworth
(.Jenkins, D. Mill St.Higher Elem. School, Pontypridd
The Academy, Ballymena
Old College School, Carmarthen
Private tuition
Central School, Carnarvon
Upper Mount, Southsea
Victoria College, Belfast
Roedean School, Brighton
Taplow Grammar School
The Grammar S., Pencader
Private tuition
Private tuition
Private tuition
St. Gertrude's, Sidcup
Roedean School, Brighton
Private tuition
Girls’ High School, Roth well
Roedean School, Brighton
f*Downing,N.
| *Evans,T.
| *Lewis,L.
L Williams, K.R.
C Bryan, D.M.
(.Stewart, F.MacD.
Ball.M.K.
f *Bunce,B.
| ♦Evans, K.
| Lockett, H.
(.Waddington, E. M.
Denwood,D.M.I.
fGibbins,I.G.
| Tanner, M. A.
^♦Williams, M.D.
f*Brearley,E.
j Butterworth,E.
j Gunnis,H.M.S.
f La Sagesse Convent, Golder’s Green Road
fBullen,K. Ashland High School, Wigan
| ♦Giles, G. I. Preswylfa Girls’ High School, Cardiff
LPardey,M.E. Private tuition
Private tuition
Private tuition
Private tuition
('Hollingworth.O.M.E.
| *Parry,E.
^Phillips, L.M.
fCollins,E. The Waldrons, Dulwich
(.Scott, J. d. Benedictine Convent, Dumfries
Mills, N. Roedean School, Brighton
I'Elliott.L.B.R. Roedean School, Brighton
| Jeffers, A. Private tuition
Q* Yarrow, K.M. The Merchant Taylors S., Gt. Crosby
Greig,D.
Lloyd, W.A.
f Anstice,M.M.
j Brown, D.E.
L Kelly, L.
Roedean School, Brighton
Roedean School, Brighton
Weirfield School, Taunton
Clark’s College, Ealing
Central School, Carnarvon
Private tuition
Firkin, D.
fBliglit.G.M. Preswylfa Girls’ High School, Cardiff
LHawkesworth,V.I. Cork High School
Bramah, W. Private tuition
PRELIMINARY.
Honours Division.
Postaire,A. c.g.a.cd.f. Granville Coll., Southampton
f Alesbury,L. J. g.a.f.d.
The Friends’ School, Mountmellick
'-Pitn,M.S. s.e.h.g.a.f. The Friends’ S., Mountmellick
O'Brien, G. s.al. Convent of Mercy, Alnwick
McCullagh,I.K. s.a.f. The Friends S., Mountmellick
Smith, K.C. s e.a.f.d.
The Hiatt Ladies’ College, Wellington
Bray,U.D. s.e.g.a.fd.
Fartown Grammar School, Huddersfield
Wagner, G.M. s.a.
Conv. of the Immaculate Heartof Mary, Newhaven
^ Lloyd, D.P. a.d. The Hiatt Ladies’Coll., Wellington
| Vermeulen.M.F.O. s.f. St. Gertrude’s, Sidcup
'--Walpole, E. s.g. The Fri»nd's School, Mountmellick
Wolfe, D.T. c.aj. Cork High School
Robinson, F. e.sc.
Mill Street Higher Elementary S., Pontypridd
Deane,M. s.c.a.f. Cork High School
fGeenrits,A.H.M. /. Girton House School, Ealing
'-Hardy, E.M. s.f. Apsley House School, Wood Green
Magill,M. al f.
CranbrookeTcrraceLadies’S.A Kindergarten, Belfast
Buckingham, W. /. Convent of Mercy, Alnwick
PRELIMINARY.
Pass Division.
fGrierson,E.
+Wilkins,A.M.
ft Dodds, A.
(.Jacob, G. g.a.
Roedean School, Brighton
‘ Pestalozzian,” Southampton
Convent of Mercy, Alnwick
Hindhead School for Girls
'Hurworth,E. a. University School, Rochester
Matthews, B. e.a. St. Helen’s College, Norbury
McGeown,M.W. c.?. Princess Gardens School, Belfast
Ferraz,C.P. f.d. Private tuition
tGribbin,M.E. West View School, Clieadle, Hulme
ftCharles.A.P. Roedean School, Brighton
| Croan,E.P. a. Benedictine Convent, Dumfries
I Davis, E.M. Buckingham House, Great Missenden
| Duffy, M./.
I CranbrookeTerraeeL»dies’S.& Kindergarten, Belfast
fLegoupil.C.E. s.
| Convent of t.helmmaculateHeart of Mary, Newhaven
L_Rees,M. e. Mill St. Higher Elem. S., Pontypridd
fHolmes,C. a. Benedictine Convent, Dumfries
Matthewman,A. s.
Fartown Grammar School, Huddersfield
Morel, A.M. s.
Con ventof tlreSistersof Nevers,Withdean, Brighton
rGibson,W.N. e. Beecholme College, Belper
LO’Connell, M.C. Convent of Mercy, Alnwick
/♦Marks, D.E. a. Elm House School, Ealing
| Rogers, S.M. a. Harringay Park S. for Girls, Hornsey
LfTurrell,E.A. Private tuition
Benedictine Convent, Dumfries
Victoria College, Belfast
Burwood College, East Sheen
Dobie,C.N.
ffBurrows,I.G.
l^Drake,D.R.
ftGreen.E.A. “ Pestalozzian,” Southampton
Kingdon,M.E.(/.a. TheGrangeSchool,SouthNorwood
Lyall,H.K. Beecholme College, Belper
Paterson, A.MacM. Cork High School
Shakespeare, M. s.e.d.
The Hiatt Ladies' Coll., Wellington
fBonwick,F. e. Crouch End High School and College
f Renaut,!). A. Pembroke House S, Southampton
fCaddy,B.M. sc.
Mill Street Higher Elem. School, Pontypridd
| tCox,H.M. Thanet House College, Hounslow
| Kirkham, P.M. s.a.
L Apsley House School, Wood Green
f Larking, F.H.C. s. Private tuition
| tLaw,K. Victoria College, Belfast
| Norris, W.M. ft. High School, Waltham Cross
f Short, M.E. s.g. Froebel House School, Devonport
Hindhead School for Girls
Luyts,Y.E.F.
Convent of Mercy, Alnwick
Roedean School, Brighton
fHorne,N. g.
| fJob.J.
| Knight, C.R.
Mill Street Higher Elem. School, Pontypridd
| Woodward, E.
L Mill Street Higher Elem. School, Pontypridd
f Blanc, J.
j Conv. of the Immaculate Heartof Mary, Newhaven
I Frost, M.M.
Conv. of the Immaculate Heartof Mary, Newhaven
Gould.R. «. Mill Street Higher Elem. S., Pontypridd
fHarvey,W.G. Private tuition
John,G. e.w. Mill St. Higher Elem. S., Pontypridd
t Jones, E. Pengwern College, Cheltenham
t Frost, J.P. Upper Mount, Southsea
Montague, E.W. e.d. Private tuition
Nottingham, L.M. Elm House School, Ealing
Ryckebusch,J.J.F. s. St. Gertrude’s, Sidcup
Short, J. I. s. Froebel House School, Devonport
LITilley, M. I. Roedean School, Brighton
fBramwell,M.I. e. Beecholme College, Belper
LDrory.S.Y.C./. The Grange School, South Norwood
( Merrill, D. a.
LtThomas,N.
Endcliffe College, Sheffield
The Grammar S., Pencader
Woodcock, F. M E. The Grange S., South Norwood
tStenhoose,J.M. St. Leonard’s Coll., Stamford Hill
f t Armstrong,J.G.F. Pengwern Coll., Cheltenham
| Baker, S.E. Pembroke House School, Southampton
j fGittiiiSjL.G. Pengwern College, Cheltenham
tJohnson.H.M. Roedean School, Brighton
Matthews, A. St. Helen’s College, Norbury
Owens, K. Convent of Mercy, Alnwick
tRoyds,D.B. Roedean School, Brighton
.Turner, P.M. B. g. Private tuition
n Anderson, A. J. Victoria College, Belfast
[.Cousins, E. sc. MillSt. Higher Elem. S., Pontypridd
f Langdon.C.
| NuttalljM.J.
Lt Wolfe, K.H.M.
High School, Twickenham Green
Wincliam Hall, Lostock Gralam
Cork High School
Aug. 1, 1917.]
THE EDUCATIONAL TIMES
121
GIRLS, Preliminary, Pass— continued.
'Hales, M. St. Helen’s College, Norbury
Hennessey, K.
Convent of thelmmaculateHeart of Mary,Newliaven
, Palmer, N.E. Thanet House College, Hounslow
Moojen,A.M. Wincham Hall, Lostock Gralam
[Bates, I.G.
Byrne, tl.M.
Goodwin, A. G.
Morgan, M. a. w
tBeresford,D.
Softley.M.V.A.
Clifton House School, West Kensington Park
Scarisbrick College, Birkdale
Cork High School
Pengwern College, Cheltenham
The Grammar School, Pencader
Beecholme College, Belper
f Berry, G. Mill St.Higher Elementary S., Pontypridd
I Fisher, W. J. e. Penrith High School, Stamford Hill
VLewis,P. Mill St. Higher Elementary S., Pontypridd
Cole,M. /.
Montague, G.M.
Henty,E.
Dexter, D.
Ladies’ School, Newtownards
Private tuition
St. Helen’s College, Norbury
St. Helen’s College, Norbury
j'Newnham,L.M.C. Penrith High S., Stamford Hill
ijrattersall,G. Private tuition
fFish.E.J. Pengwern College, Cheltenham
LHurdman,F.M. Wincham Hall, Lostock Gralam
'Black, M. Ladies’ School, Newtownards
tBuck,E.M. Walhouse Girls' School, Cannock
Healey, D.M. Scarisbrick College, Birkdale
^Thompson, J. A. Wincham Hall, Lostock Gralam
Espley,N.I.
Nevard,B.F.
Platt, J.
The Hiatt Ladies Coll., Wellington
Lancaster School, Tulse Hill
Wincham Hall, Lostock Gralam
f Furlong, E.L. Cork High School
l*Long,H.F. St. Leonard’s College, Stamford Hill
Greeves,B.J.
Private tuition
LOWER FORMS
EXAMINATION.- PASS LIST,
BOYS.
Adams, D.S.
Adams, J.
Adcock, J.B.
Agosti,A.
Alio way, C.F.
Anderson, B.LeD.
Anstruther,P.F.J,
Arthur, L.P.B.
Ashton, E. A.
Atkinson, R.G.
Lindisfarne College, Westcliff-on-Sea
Xaverian College, Mayfield
Mill Hill School, Leicester
Salesian School, Battersea
University School, Rochester
Lindisfarne Coll., Westcliff-on-Sea
Hawkesyard College, Rugeley
Scorton Grammar School
Hawkesyard College, Rugeley
Modern School, Streatham Common
Bailey, R. The Douglas School, Cheltenham
Ball.R. J.L. Argyle House School, Sunderland
Barrett, F. St. Aloysius’ College, Higligate
Barnett, L.N. The Grammar School, Ongar
Bates, F.G. The Grammar School, Ongar
Bates, S.L. University School, Rochester
Baynes, F.N. Upton College, Bexley Heath
Beale, L. Salesian School, Wandsworth Common
Beasley, R.B. Mill Hill School, Leicester
Beglan,J.F.E. St. Joseph’s College, Beulah Hill
Behm,A.O. Upton College, Bexley Heath
Bell.E.W. Scorton Grammar School
Belliere,M. St. Joseph’s College, Beulah Hill
Bellamy, W.A. Margate College
Benner, F.C. St. Joseph’s R.C. School, Watli-on-Dearne
Benson, J.B. Ansdell School, Lytliam
Bennett, T. Margate College
Bernard, A.L. St. Joseph’s College, Beulah Hill
Bertoncini,P. Salesian School, Farnborough
Bindon,A. Streatham Grammar School
Bishop, A.B. St. John’s College, Southsea
Bishop, L.R. St. John’s College, Southsea
Blackwell, R. A. Clapton College, Clapton Common
Bohane,E. Xaverian College, Mayfield
Bonetti,D. Salesian School, Battersea
Booth, E.S. Modern School, Streatham Common
Bray,E. St. John’s College, Southsea
Brook, C.P.M.C. Lindisfarne College, Westcliff-on-Sea
Brown, C.C. Argyle House School, Sunderland
Buck,F.T. St. Joseph’s Colloge, Beulah Hill
Bullock, J. The Grammar School, Bentham
Burn,J.S. Southport College
Burgess, T.W. St. Joseph’s College, Beulah Hill
Burgess, W. Lindisfarne College, Westcliff-on-Sea
Butler, J. Silesian School, Battersea
Butler, W. J. The High School, Havant
Canneaux.P. Xaverian College, Mayfield
Cannon, P.H. Frome Bluecoat School
Casey, T. St. Aloysius’ College, Highgate
Card,E. St. Aloysius’ College, Highgate
Carr,T.H. The Grammar School, Bentham
Carter, B. St. Aloysius’ College, Highgate
Carter, R. Ansdell School, Lytham
Cartwright, F. St. Joseph’s College, Beulah Hill
Cartwright, G. Xaverian College, Mayfield
Chambers, E.P.T. Richmond Hill School, Richmond
Chiapponcelli,E. St. Aloysius’ College, Highgate
Chowne,R. Salesian School, Farnborough
Clark, S. Streatham Grammar School
Clayton, R.P. St. Joseph’s College, Beulah Hill
Cramer, C. A. Argyle House School, Sunderland
Coles, P.G. The Grammar School, Ongar
Collyer,B.J. Devonshire House School, Orpington
Collins, H. St. Aloysius’ College, Highgate
Collins, H.L. Richmond Hill School, Richmond
Conyard.E.S. Upton College, Bexley Heath
Cooper, G. The Granular School, Bentham
Coonan,J. Salesian School, Battersea
Coucher,F.R. Lindisfarne College, Westcliff-on-Sea
Coulbourn.T.W. Hawkesyard College, Rugely
Cox,G.E.R. Richmond Hill School, Richmond
Daniels, J. Streatham Grammar School
Davies, J. St. Aloysius’ College, Highgate
Davis, C. St. John’s College, Southsea
Dear,H.C. Lindisfarne College, Westcliff-on-Sea
DeConinck,R. St. John's College, Southsea
Delange,R. St. Aloysius’ College, Highgate
Denning, W.P. St. Joseph’s College, Beulah Hill
Dennis, S. Margate College
D’Haydre,R.A. Fitzroy School, Crouch End
Dicks, J.G. St. Thomas’ High School, Erdington
Drake, F.A. Lindisfarne College, Westcliff-on-Sea
Driscoll, T. St. Aloysius’ College, Highgate
Dobson, K. Newquay College Cornwall
Donovan, D. Salesian School, Farnborough
Dunn,D.W. Argyle House School, Sunderland
Dunn,H.S.G.H. Clapton College, Clapton Common
Dumont, A. St. Aloysius’ College, Highgate
Douglas, H. Salesian School, Farnborough
Dyer, R. A. Taplow Grammar School
Eddon,E.E. Scorton Grammar School
Ellerton, J. Salesian School, Farnborough
Embleton,C. St. Joseph’s College, Beulah Hill
Entwistle,J.V. Fitzroy School, Crouch End
Evans, S. St. Aloysius’ College, Highgate
Fairclough,R. Salesian School, Farnborough
Ferguson, R.W. Richmond Hill School, Richmond
Freeby,C. Xaverian College, Mayfield
Field, H.T. The Grammar School, Ongar
Finlayson,C. St. Aloysius’ College, Highgate
Finnigan,F. Salesian School, Farnborough
Fitzgerald, G.F. St. Joseph’s College, Beulah Hill
Flintoff,S. Scorton Grammar School
Flower, J.T. Mill Hill School, Leicester
Ford, A. Salesian School, Farnborough
Foster, J.F.H. St. John’s College, Southsea
Fogden,T. St. Aloysius’ College, Highgate
Frostick,C.A. Uptoh College, Bexley Heath
Gibson, B. Salesian School, Battersea
Gifford, L.S. The Grammar School, Ongar
Graham, H.W. Argyle House School, Sunderland
Griffiths, D. Salesian School, Battersea
Griggs, P.E. Salesian School, Wandsworth Common
Godfrey, J. A. Richmond Hill School, Richmond
Golding, J. St. Aloysius’ College, Highgate
Goodenough,L. St. Aloysius’ College, Highgate
Goodfellow.G.J. The Grammar School, Ongar
Hamilton, B.R.
Hardy, A.S.
Harrison, G.S.
Harris, C.
Harris, F.
Haskew,L.
Hartland.J.W.
Hawes, L.S.
Haye,L.J.
Hayman,W.
Heathcote,H.E.W
Hemmerick,C.P,
Herbinet,A.
Hickman, D.
Hill.W.H.P. I.
Hill, W. I.
Hodson,T.
Holliwell.G.
Hoseason,W.S.
Hoster,H.A.
Houghton, H.N.
Hudson, A. V.
Hughes, A.
Hughesman,A.E.
Humphrey, S.
Ingham, L.D.
Innocent, H.C.J.
Cranbrook Park School, Ilford
Argyle House School, Sunderland
Lindisfarne Coll., Westcliff-on-Sea
Streatham Grammar School
St. Joseph’s College, Beulah Hill
Salesian School, Farnborough
The Douglas School, Cheltenham
Cranbrook Park School, Ilford
Taplow Grammar School
St. Joseph’s College, Beulah Hill
. Lindisfarne Coll., Westcliff-on-Sea
Fitzroy School, Crouch End
St. John’s College, Southsea
St. Aloysius' College, Highgate
lindisfarne College, Westcliff-on-Sea
St. Aloysius’ College, Highgate
Kersal School, Manchester
Salesian School, Farnborough
Margate College
St. Joseph’s College, Beulah Hill
St. John’s College, Southsea
Brownlow College, Bowes Park
Margate College
Upton College, Bexley Heath
St. Joseph’s College, Beulah Hill
Southport College
The Grammar School, Ongar
Irish, C.G. Frome Bluecoat School
Irons, T. A. The Grammar School, Ongar
Israels, M. C.G.
Preparatory School, Albert Road, Cheadle Hulme
Ives,R. St. Aloysius’ College, Highgate
James, O.L.
Jewell, J.
Johnson, R.
Jones, C.E.
Jones, R.
Jones, V. B.
Hawkesyard College, Rugeley
St. Aloysius’ College, Highgate
Scorton Grammar School
St. Joseph’s College, Beulah Hill
Xaverian College, Mayfield
St. John’s College, Southsea
Keen, It. II. T. Cranbrook Park School, Ilford
Knott, E.S. Salesian School, Wandsworth Common
Kraushaar, R. A.P. Margate College
Kuss,W. Salesian School, Battersea
Kyte,P.J. The Douglas School Cheltenham
Lacey, R. St. Aloysius' College Highgate
Laggett,G.O.B. Lindisfarne College, Westcliff-on-Sea
Lamb,L.J. St. Joseph’s College, Beulah Hill
Larg,W. St. Aloysius’ College, Highgate
Laurier,L.J. The Grammar School, Ongar
LeBas,J. Salesian School, Battersea
Lee,J. Xaverian College, Mayfield
Leitcli,J.M.L. Upton College, Bexley Heath
Levy,L. St. John’s College, Southsea
Lewis, A. T. Richmond Hill School, Richmond
Lickis.S. Streatham Grammar School
Lombeau,G. Salesian School, Wandsworth Common
Lucia, F.A. Mill Hill School, Leicester
L lira. sch i,L. St. Aloysius’ College, Highgate
Lush,E. Streatham Grammar School
Lye,P. Salesian School, Battersea
Lye,R. " Xaverian College, Mayfield
Lynch, E. Salesian School, Farnborough
Macgregor.J.
Madge.L.J.
Matthews, H.
Meir,D.P.C.
Meitens,R.
Merton, V.C.
Mc.Cann,J.F.
McCarthy ,J.
McCrory, A.
McKenna, J.
Mersy,P.
Middleton, M.
Milbourne,S.E.
Mitchell, G.
Mitchell, W.
Miller, N.P.
Mills, G.H.
Modica,J.
Moir,G.R.
Montgomery, V.
Moss,H.
Mounter, A.
Moylan,D.
Murray, H.
Myers, J-
Xaverian College, Mayfield
Endcliffe College, Sheffield
Salesian School, Farnborough
Margate College
St. Aloysius’ College, Highgate
Margate College
St. Joseph’s College, Beulah Hill
St. Aloysius' College, Highgate
St. Aloysius’ College, Highgate
St. Joseph’s College, Beulah Hill
Salesian School, Farnborough
Osborn# High School, West Hartlepool
Margate College
St. Aloysius’ College Highgate
Salesian School, Farnborough
Clapton College, Clapton Common
Lindisfarne College, Westcliff-on-Sea
St. Aloysius’ College, Highgate
Clark’s College, Ealing
Salesian School, Farnborough
Streatham Grammar School
Xaverian College, Mayfield
Salesian School, Battersea
St. Aloysius’ College, Highgate
Salesian School, Battersea
Napier, J.G.
Neame,A.R.
Niall.B.
Nollet, R.
North, V.N.
Nugent, C.
Princess Gardens School, Belfast
Southport College
Salesian School, Farnborough
St. Aloysius’ College, Highgate
The Grammar School, Ongar
St. Aloysius’ College, Highgate
O’Connor, F.
0’Ferrall,M.
Oliphant, W.J.
O’Malley.R.
Xaverian College, Mayfield
Salesian School, Farnborough
The Grammar School, Ongar
Xaverian College, Mayfield
122
THE EDUCATIONAL TIMES
[Aug. 1, 1917
:it Forms — Continued.
Lindisfarne College, Westcliff-on-Sea
Salesian School, Battersea
St. Aloysius’ College, Higligate
St. Aloysius’ College, Highgate
Salesian School, Battersea
St Joseph’s College, Beulah Hill
Xaverian College, Mayfield
University School, Rochester
Froebel House School, Devonport
Scorton Grammar School
St. Joseph’s College, Beulah Hill
Hawkesyard College, Rugeley
Hawesyard College, Rugeley
Modern School, Streatliam Common
Richmond Hill School, Richmond
St. Aloysius’ College, Highgate
Frome Bluecoat School
Lindisfarne College, Westcliff-on-Sea
The High School, Havant
BOYS, Lowe
Parr,J.G.
Pallanti,W.
Paul,J.
Pearse,S.
Pearson, II.
Penney, G.F.
Pereira, R.
Phillips, H.I.
Plle.C.H.
Plews,E.
Plowright, W. B.
Plnmley.B.F.J.
Plumley.P.F.
Powell,J.E.
Pring,J.C.
Prime, E.
Prockter.W.R
Purnell, H.C.
Quick, W.G.
Radar, R.R.H. Richmond Hill School, Richmond
Radmall S. Salesian School, Farnborough
Randall, V. Salesian School, Farnborough
Rawlings, R.J. Lindisfarne College, Westcliff-on-Sea
Rayner,A.S.G. University School, Rochester
Reich.E. Xaverian College, Mayfield
Ricli,S.L. Frome Bluecoat School
Richards, D. St. John’s College, Soutlisea
Richardson, J.R. St. Joseph's College, Beulah Hill
Rimmer,H. Silesian School, Battersea
Rinaldo.D. Margate College
Robertson, G.S.IC. Argyle House School, Sunderland
Ross.F. Dudley House School, Lee
Russell, B. Xaverian College, Mayfield
Sadu,L.J. Clapton College, Clapton Common
Sabin, A.G. Grove House School, Highgate
Sanderson, W.C. Lindisfarne College, Westcliff-on-Sea
Satow.C. St. John’s College, Southsea
Savage, A. Clark’s College, Ealing
Saxby,W.K. Argyle House School, Sunderland
Scarborough, C. Xaverian College, Mayfield
Scrutton.O. Salesian School, Battersea
Sedgwick, H.C.F. Margate College
Sharpe, F.J. Southampton Boys’ Coll, and High School
S;mmonds,B.L. Stafford College, Forest Hill
Skinner, E Salesian School, Battersea
Snawdon,W.H. Froebel House School, Devonport
Snowdon, C.E. Scorton Grammar School
Standing. A.G. The High School, Havant
Starkey, B. Salesian School, Farnborough
Steed, C. St. Aloysius’ College, Highgate
Stone, E. Clapton College, Clapton Common
Stoneman.H.T. Clapton College, Clapton Common
Stuart, G.C.C. The Grammar School, Bentham
Sureties, C. St. Aloysius' College, Highgate
Sutton, C.V. Frome Bluecoat School
Tattersall.R. Ansdell School, Lytham
Taylor, J.E. Margate College
Taylor, J.W. Lindisfarne College, Westcliff-on-Sea
Taylor, R.K. Lindisfarne College, Westcliff-on-Sea
Thomas, E.F. Southampton Boys’ Coll.andHighSchool
Thomas, C. Salesian School, Farnborough
Thomas, R.C. Southampton Boys Coll, and High S.
Thomas, T. St. Aloysius’ College, Highgate
Thompson, C. University School, Rochester
Thompson, R. Salesian School, Farnborough
Thorpe, J. Ansdell School, Lytham
Tickle, W. Salesian School, Farnborough
Tilston,J. Streatham Grammar School
Tindall, C.A.S. St. John’s College, Southsea
Tons,H. * Scorton Grammar School
Toomey,T. Salesian School, Battersea
Topham,J. Xaverian College, Mayfield
Towns, R.D. St. Aloysius’ College, Highgate
Tyler, T.
Vallerino,J.
Van den C>oot,J.
Vaughan, F.
Vennelle,R.
Verdult,E.
Vieli,M.
Vigne,R.E.
Villiers,G.F.
Xaverian College, Mayfield
Salesian School, Battersea
St. Aloysius’ College, Highgate
Ansdell School, Lytham
St. Aloysius’ College, Highgate
St. Aloysius’ College, Highgate
Xaverian College, Mayfield
Margate College
Margate College
St,
Wachtelaer,A.
Wallace, J.
Wallen, J.
Walsh, J.
Ward, A. L.
Ward,L.E.
Ward,W.
Ware, J.R.
Warry,B.R.
White, A.J.
White, G.L.
Whitebrook,J.
Whitcher,A.C.
Wildman,W.W.
Wilkin, G.
Wilkinson, A.B.
Willey, L.Y.
Willing, W.
Winney,T.W.J.
Wilson, Ralph W.
Wilson, RonaldW.
Woodroffe,F.
Woolf, L.
Wootton.H.
Wright, A.
Wuillaume,C.
York,H.
St. Aloysius’ College, Highgate
Xaverian College, Mayfield
Salesian School, Battersea
Salesian School, Farnborough
St. Thomas’ High School, Erdington
Catherine's Preparatory S., Southsea
Dudley House School, Lee
Modern School, Streatham Common
Lindisfarne Coll, Westcliff-on-Sea
Scorton Grammar School
Frome Bluecoat School
Xaverian College, Mayfield
Kelvin House School, Ruislip
St. John’s College, Southsea
Scorton Grammar School
Scorton Grammar School
St. Joseph’s College, Beulah Hill
Marist Brothers’ College, Grove Ferry
Clark’s College, Ealing
Scorton Grammar School
Scorton Grammar School
Streatham Grammar School
Clapton College, Clapton Common
St. Aloysius’ College, Highgate
Salesian School, Battersea
Salesian School, Battersea
Salesian School, Battersea
GIRLS.
Alford, H.F.E. Clark’s College, Ealing
Allen, E.A. Lamorna School, Church End, Finchley
Andrews, I.F. High School, Waltham Cross
High School, Waltham Cross
The Grammar School, Bentham
Newry Lodge S., East Twickenham
Newry Lodge S., East Twickenham
Felixstowe, Bristol
Wincham Hall, Lostock Gralam
Queen’s College, Trinity Road, S.W.
King’s House School, Highgate
Banks, M.F.
Bateson, R. I.
Beeruaerts,C.A.
Beernaert.s,M.R.
Bigge.C.R.A.
Boffey.F.A.
Bottomley.D.
Bradbury, K.M.
Brand, E.H.
Knock Intermediates, and Kindergarten, Belfast
Brasher, D.M. St. Mary’s High S., North Farnborough
Broad, C. St. Joseph’s Convent High S., Gravesend
Broad, M. A. St. Joseph’s Convent High S., Gravesend
Brown,I.E.N. Melbourne College, Thornton Heath
Brown, K.E. The Friends’ School, Mountmellick
Brown, M.L. King’s House School, Highgate
Brown, V. Mayville High School, Southsea
Boswell, N. Norton Is dge, Small Heath
Butler, D.E. King’s House School, Highgate
Cakler.D.L.M.
Preparatory School, Portland Road, Edgbaston
Cayless,D.M. Apsley House School, Wood Green
Chivers,G.M. St. Mary’s High 8., North Farnborough
Felixstowe, Bristol
Wincham Hall, Lostock Gralam
The High School, Havant
Felixstowe, Bristol
4 Ravenst.one Street, Balham
Mayville High School, Southsea
Highfield School, Roundhay
Coad,C.M.
Cochrane, B.
Cocks, D.E.
Connell, D.E.
Corfield,E.G.
Cowell, D.
Craven, M.
Cunningham, N.
Ladies’ School and Kindergarten, Belfast
Deardon,A.A. The Grammar School, Bentham
Devanney,R.A.
St. Mary's High School, North Farnborough
DeWitt, M. Glen Tower High School, Highgate
Drummond, K.M. Hill Crest, Ainsdale
Eastick,F.L.
Convent of the ImmaculateHeart of Mary, Newliaven
Edwards, T. Convent of Mercy, Chelsea
Foye.A. St. Joseph’s R.C. School, Watli-on-Dearne
Godcliaux.M. B.M.
Bestreben High School for Girls, Brondesbury
Goddard, V. West View School, Cheadle Hulme
Gott.,E. E.M. King’s House School, Highgate
Graham, D.
Convent High School, Grove Road N., Southsea
Graham, G.M. Felixstowe, Bristol
Graham, L.F. Felixstowe, Bristol
Grazebrook, N.M. The Nook, Stourbridge
Griffiths, G.E.
Grosehke,D.V.
The High School, Havant
Dudley House S., Stoke Newington
Clark’s College, Ealing
The Friends’ School, Mountmellick
The Friends’ School, Mountmellick
Elm House School, Ealing
Ladies’ School, Newtownards
Princess Gardens School, Belfast
Melbourne College, Thornton Heath
Preswylfa Girls’ High School, Cardiff
St. Mary’s High S., North Farnborough
Hains,G.A.
Halliday.A.K.
Halliday,E.F.
Hallowes,B.H.
Hanna, I.
Harris, A.M.
Hayt.on,L.
Herbert, G.M.
Hewett,M.F.
Hill,M.
Conventof the Immaculate Heartof Mary,Newhaven
Holt, D.C. Dudley House School, Stoke. Newington
Hooper, E.M. Queen’s College, Trinity Road, S.W.
Hewlett, P. Conv. High S., Grove Rd., N. Southsea
Huckerby,A.B. Melbourne College, Thornton Heath
James, G.C. Valetta House, Saltash
Jobbins,W.M.
Bestreben High School for Girls, Brondesbury
Kielty,K.P. Conv. of Notre Dame, Tollington Park
Knight, F.E. The Friends’ School, Mountmellick
Knight, M. “ The Close ” Ladies School, Brighton
Knight.T.E. St. Mary’s High S., North Farnborough
Linwood School, Altrincham
West View School, Cheadle Hulme
Convent of Mercy, Chelsea
Landon,J.U.M.
Leah.P.M.
Loveridge, W.
Lower, M. A.
Conventof thelmmaculateHeart of Mary, Newliaven
Mann,B. Convent of Mercy, Chelsea
Mayne,B. Ladies’ School, Newtownards
Meacock.M.I.S. Felixstowe, Bristol
Mess, E.T. Dudley House School, Stoke Newington
Meulemans, M. Granville College, Southampton
McGufiin,J. Princess Gardens School, Belfast
McRoberts,A.M.
Knock Intermediate S. and Kindergarten, Belfast
McQuillan, B.J. The Friends’ School, Mountmellick
Molyneux,K.A. The Friends’ School, Mountmellick
Murison,F. Benedictine Convent, Dumfries
Murrell, M.E. High School, Waltham Cross
Munday,H. Convent of Mercy, Chelsea
Myers, B. Burwood College, East Sheen
Nicholson, D.M. Eastworth House School, Chertsey
0 ‘Hanlon, K.C.
Conventof thelmmaculate Heart ofMary, Newliaven
Older, D.F. The High School, Havant
Partridge, I. L. Felixstowe, Bristol
Pfammatter.A. Convent of Mercy, Chelsea
Pellanda,R. Warner’s College, Parkshot, Richmond
Pereira, J.H. King’s House School, Highgate
Pickett, P.E. St. Mary’s High S., North Farnborough
Pidoux,J. Manor House, Surbiton Hill
Pirn, M.E. The Friends’ School, Mountmellick
Potter, D. Melbourne College, Thornton Heath
Powney,A.G. Glen Tower High School, Highgate
Phillips, M.M. Felixstowe, Bristol
Rice, L. II. The Friends’ School, Mountmellick
Satterley,M.G.E. Eastworth HouseSchool, Chertsey
Scarlett, D. “The Close” Ladies’ School, Brighton
Smith, M.K. The Friends’ School, Mountmellick
Smith, W.D. Harringay Park S. for Girls, Hornsey
Sharp, E.M.
Conventof thelmmaculate Heart of Mary, Newhaven
Shepherd, E.B. Eastworth House School, Chertsey
Sims,D. Mayville High School, Southsea
Spooner, E.A. Felixstowe, Bristol
Stear,D.H.M. Burwood College, East Sheen
Stephens, C. A. Felixstowe, Bristol
Stephens, V.M. Felixstowe, Bristol
Symonds.M. Melbourne College, Thornton Heath
Tanguy, J.F. Valetta House, Saltash
Taylor, C.M. Linwood School, Altrincham
Thorn, M.L. Felixstowe, Bristol
Tucker, D.M. 4 Ravenstone Street, Balham
Van Belle, M. Granville College, Southampton
Wallace, M.F.
St. Joseph’s Convent High School, Gravesend
Waters, V. A. King’s House School, Highgate
Webb,I.M. Beecholme College, Belper
West,A.H. S. Winifred’s, Brentford
Wheale.D.M. Harringay Park S. for Girls, Hornsey
Whitworth, I. M.L.
Preparatory S., Portland Road, Edgbaston
White, L. A.M. Eastworth House School, Chertsey
Wills, E.G. Valetta House, Saltash
Wilkinson, E.M. King’s House School, Highgate
Willis, I. G. St. Joseph’s Convent High S., Gravesend
Wyber,J.P. St. Joseph’s Convent High S., Gravesen d
Young, L. Burwood College, East Sheen
Auq*. J, 1917.]
THE EDUCATIONAL TIMES.
123
Dr. KNAPP’S COMMENTARIES
In MURBY’S NEW SCRIPTURE MANUALS.
( Larger 1/9 net ST. MARK
For ] „ 31- net ST. LUKE
Senior ; ,, 3/- npt THE ACTS
Locals ;
. .. Smaller 1/3 \
» 1/6 1
... Vol. I 1/3
Vol. II 1/3 I
ST. MATTHEW Smaller in Sep.
For
Junior
Locals
LARGER Manual on St. Matthew will not be ready *for next year’s Locals.
In 'preparation : SAMUEL II, by Dr. Wade and Rev. J. H. Wade.
THOMAS MURBY & CO., 6 Bouverie Street, London, E.C.4.
The Scripture Manuals, known for many years at 6d., are now lOrl.
EXAMINATION PAPER
A8 USED BY THE
COLLEGE OP PRECEPTORS.
In strict accordance with the College requirements, and each Sheet bears
their Watermark.
Pacsea in Reams of 480 Sheets . per Ream, 3s. 6d.
.. I, 960 I. ... ... I. 7s.
ANSWER BOOKS FOR EXAMINATIONS IN BOOK KEEPING.
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W. F. SHELBOURNE & GO., Wholesale and Retail Stationers,
Telephone : Holborn 690. 63 HIGH HOLBORN, LONDON, W.C. 1.
The College of Preceptors will hold an
Examination for Certificates of Proficiency in
Commercial Subjects in December, 1917.
THE
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all important changes and developments
affecting education are dealt with by leading
authorities and experienced teachers.
The magazine is indispensable to all edu¬
cational workers who desire to keep in touch
with modern methods of education.
PRICE 6d. VOLUME XVIII, 1916, 7s. 6d. net.
*,* A new uolume began with the January number.
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HARRAP’S LATEST PUBLICATIONS
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For Comparative Study and Training in Composition. By
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An admirable practice-hook in English for lower and middle forms
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main idea is to centre all the week’s work in English round a
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124
THE EDUCATIONAL TIMES
[Aug. 1, 1917.
1917.
THE COLLEGE OF PRECEPTORS
INCORPORATED BY ROYAL CHARTER
BLOOMSBURY SQUARE, LONDON, W.C.1.
LECTURES FOR TEACHERS
ON THE
SCIENCE, ART, AND HISTORY OF EDUCATION
COURSE OF TWELVE LECTURES ON
THE IDEAL AND THE ACTUAL IN PRESENT DAY EDUCATION
To be delivered at The College of Preceptors, Bloomsbury Square, London, W.C.1 on Thursday evenings
27 September to 1 3 December, 1917
By JOHN ADAMS, M.A., B.Sc., LL.D., F.C.P.,
Professor of Education in the University of London.
The Course of Lectures (the Second Course of the Forty-fifth Annual Series) will begin on Thursday, September 27th, at 6.30 p.m.
In view of the present educational unrest, this Course will treat the practical problems of the school in such a way as to supply teachers
with the data necesshry to form just conclusions about the lines to he followed in the changed conditions that are coming. While preparing
for whatever developments may lie before them, teachers must carry on in the meantime. The lectures accordingly will take account of
things as they are, though keeping well in view the problem of how they ought to be. They will be fully illustrated throughout by
references to the teaching of all the subjects of the ordinary Course in English, Continental, and American schools.
SYLLABUS.
I. (Sept. 27.) The Ideal Teacher. — Advantages and dangers of dealing with'
such subjects : the old and the new ideals : distinction between ideal teacher
and ideal human being : physical, mental, and social qualities of the ideal
teacher : hero-worship in school : the resolution of the ideal into the possible
and actual : the compensations of common-placeness : the range of responsi¬
bility for the effects of personality and its trappings.
II. (Oct. 4.) The Ideal Pupil and his Opposite.— Demands of Plato, Quin¬
tilian, Ascham, and the rest : analysis of qualities of ideal pupil : standard by
which the ideal is to be tested : the teacher’s fallacy : the actual pupil : analysis
of his defects : manipulation of his weaknesses : the importance of the common¬
place pupil : meaning of individuality, personality, and character : teacher’s
right to attempt to modify character at all.
III. (Oct. 11.) The Class. — Collective versus individual instruction: the
team an educational collective unit : the class a teaching collective unit : the
class essentially a compromise: advantages of collective presentation: dis¬
integration and integration of the class spirit : Dr. Montessori’s claim to have
rung the death knell of class teaching : size of classes : individual taught
through the class and the class through the individual : individualistic group
teaching.
IT. (Oct. 18.) Discipline.— Popular misunderstandings about nature of
discipline: the old discipline and the new: place of the “drill” principle:
mental discipline : free discipline : minimum amount of restraint essential to
satisfactory discipline : effect of school organization on discipline : self-realiza¬
tion and self-expression : freedom versus caprice : internal and external
control: the anarchic school and the school republic.
V. (Oct. 25.) The New Teaching.— Fashionable use of the term new; in-
variableness underlying change : changes during life of a teacher : character¬
istics of the new teaching : self-consciousness : paidocentricism : respect for
pupils’ individuality : responsibility thrown on pupils : opposition to bookish¬
ness : use of interest and anisic attention : emphasis on disintegration-beat in
class work : bias towards vocationalism tempered by belief in good all-round
education.
\ I. (Nov. 1.) Textbooks and their Manipulation. — Two kinds of textbooks,
logical and psychological : textbook as authority : as an aid reaction against
textbooks: development of lecture method: textbooks partly superseded by
pupils’ notebooks : dangers and advantages of this plan : effect of multifolding :
probable development of textbooks: skeletal forms: relation of “subject”
associations to new textbooks : standard type to suit different needs.
VII. (Nov. 8.) Teaching how to Study. — Effect of paidocentricism on the
work of the pupil : method of learning naturally correlated with the method of
teaching : pupils made conscious of their methods : books by F. M. McMurry
and Dr. Lida Earhart : Rev. John Todd and William Cobbett applied to earlier
stages of study : need for freedom in applying principles : varying methods
according to temperament: residuum of ^inalterable principles: ultimate
responsibility of the pupil.
VIII. (Nov. 15.) Scales for Testing School Work. — General demand for
objective standards : Rinet’s Ready Reckoner of Instruction and Metric Scale
of Intelligence : development of the idea so as to include many of the school
subjects : work of Thorndyke, Ayres, and Courtis : Scales in arithmetic, hand¬
writing, reading, spelling, drawing, English composition, language ability:
difficulty in applying the scales: steady advance towards a workable scale.
IX. (Nov. 22.) The School and the Home. — Effect of the new teaching on
home lessons : changing attitude of parents towards teachers : contrast with
German system : nature and limits of parental co-operation : direct instruction
versus atmosphere : the Gary plan and its reaction on relations with home:
possibility of developments of co-operative cookery : night and day use of
school buildings and its results : teachers as social workers.
X. (Nov. 29.) The Teacher and. his many Masters.— Politics architectonic
to education : schoolmaster must take his orders from the statesman : hierarchy
of authorities representing the statesman : teacher’s attitude to all these autho¬
rities : limits of his freedom, yet freedom within these limits : the official mind,
its limitations and manipulation : teacher as expert must be allowed free
scope to carry out the general instructions he receives : how to satisfy the
requirements of authorities and yet retain substantial independence.
XI. (Dec. 6.) The Educational Engineer. — The principal of scientific
management applied to teaching: introduction of a theoretical-practical man
between the pure psychologist and the “direct” teacher: functions of the
American school superintendent, and the English Director of Education,
Director of Studies, and Head Master : aim and sphere of the “ direct ”
teacher : how to minimise the evil effects of expert interference from without.
XII. (Dec. 13.) The Literature of Education. — Bad repute of teachers as
readers: the inarticulate profession: need for geneial as well as special
reading: the profession as raw material for literature: the literature that
deals with the subject matter and with methods: the political literature of
education: the “Curse of Education” type: the literature of principles:
need for guidance in selection : periodical literature : need for keeping up to
'date, and how to do it.
FEES FOR ADMISSION.
Half-a-guinea for the whole Course. Two shillings for a single Lecture.
%* Members of the College have free admission to the Course.
London: Printed by C. I. Hodgson & Son, 2 Newton Street. Kingsway, VV.n.2 ; and Published by Francis Hodgson, 89 Earringdon Street, E.C.4.
l Entered at the New York Post Office as Second Class matter.]
THE
Educational Times
AND
JOURNAL OF THE COLLEGE OF PRECEPTORS
VoLLXX No. 664 NOVEMBER 1, 1917
Published Quarterly. Price, to
Non-Members, 6d. ; by post, 7d.
Annual Subscription, 2s.
THE
COLLEGE OF PRECEPTORS.
Incorporated by Royal Charter.
BLOOMSBURY SQUARE, W.C.1.
&
rpHE ASSOCIATED BOARD
J- OP THE R.A.M. AND R.C.M.
FOR LOCAL EXAMINATIONS IN MUSIC.
Patron: HIS MAJESTY THE KING.
LECTURES FOR TEACHERS.
A Course of Twelve Lectures on
“ The Ideal and the Actual in Present
Day Education,” by Professor John
Adams, began on Thursday, the 27th
of September.
For Syllabus, see page 159.
EXAMINATIONS.
Diplomas. — The next Examination
of Teachers for the Diplomas of the College
will begin on the 31st of December, 1917.
LOCAL CENTRE EXAMINATIONS (Syllabus A).
Examinations in Theory held in March and Novem¬
ber at all Centres. In Practical Subjects in March-
April at all Centres, and in the London District and
certain Provincial Centres in November-Deeember
also. Entries for the March-April Examinations
close Wednesday, February 6th, 1918.
SCHOOL EXAMINATIONS (Syllabus B).
Held throughout the British Isles three times a
year, viz., Mai-ch-April, June-July, and October-
November. Entries for the March-April Examina¬
tions close Wednesday, January 30th, 1918.
Specimen Theory Papers set in past years (Local
Centre or School) can he obtained on application.
Price 3d. per set, per year, post free.
The Board offers annually SIX EXHIBITIONS,
tenable at the R.A.M. or R.C.M. for two or three years.
Syllabuses A and B, the Syllabus in Ear Training
and Sight Singing, entry forms and any further in¬
formation will be sent post free on application to —
JAMES MUIR, Secretary ,
15 Bedford Square, London, W.C. 1.
Telegrams : “ Associa, London.”
UNIVERSITY
The Summer Diploma Examination has
been discontinued.
CORRESPONDENCE COLLEGE
(Founded in 1887.)
Practical Examination for Certifi¬
cates of Ability to Teach.— The next
Practical Examination will be held in
February, 1918.
PRINCIPAL :
WILLIAM BRIGGS, LL.D., D.C.L.,
M.A., B.Sc., E.C.S., E.R.A.S.
Certificate and Lower Forms Ex¬
aminations.— The Christmas Examina¬
tions will begin on the 3rd of December,
1917.
Professional Preliminary Examina¬
tions. — The Sext Examination will begin
on the 5th of March, 1918.
Entry forms must be returned by the 5th
of February.
Commercial Examinations. — An Ex¬
amination for Certificates of Proficiency in
Commercial Subjects will he held in
December, 1917.
The Regulations for the above Examina¬
tions can be obtained on application to the
Secretary.
G. CHALMERS, Secretary.
VICE-PRINCIPAL :
B. J. HAYES, M.A. (Gold Medallist in Classics).
Science Director ;
A. G. CRACKNELL, M.A. (Sixth Wrangler), B.Sc.
j^ONDON ^JNIVERSITY
U)EGREES
B.A., M.A,, LL.B., B.Sc., B.D.
A Short Guide to London University Examinations,
Post free to Private Students from the Secretary,
No, 15 Burlington House, Cambridge.
r ONDON COLLEGE OF MUSIC.
Li (Incorporated.)
Great Marlborough Street, London, W. 1.
Patron: His Grace the Duke of Leeds.
Dr. E. J. Karn, Mus.Bac. Cantab., Principal.
G. Augustus Holmes, Esq., Dir. Exams.
EXAMINATIONS, LOCAL AND HIGHER.
The NEXT EXAMINATION for Certificates in
PIANOFORTE, ORGAN, VIOLIN, SINGING,
ELOCUTION, THEORY, &c., will be held in
London and over 450 Local Centres in December,
Last day of Entry, November 15th.
The Higher Examinations for the Diplomas of
Associate (A.L.C.M.) and Licentiate (L.L.C.M.) are
held in April, July, and December; and for the
Diplomas of Associate in Music (A.Mus.L.C.M.),
Licentiate in Music (L.Mus.L.C.M.), the Teachers’
Diploma and Fellowship in July and December.
New Local Centres may be formed, also School
Centres. The Secretary will supply all particulars.
Attention is directed to the Regulations regarding
awards in Medals and Book Prizes.
SYLLABUS, with Annual Report and Forms of
Entry, may be had of the Secretary.
In the Educational Department students are
received and thoroughly trained under the best
Professors at moderate fees.
Lessons in Pianoforte, Violin, Singing, Elocution,
Harmony and Counterpoint ; Modern 3-manual
Organ ; Courses of Training for Teachers.
A. GAMBIER HOLMES, Secretary.
NIVERSITY OF ST. ANDREWS-
L.L.A. DIPLOMA FOR WOMEN.
The attention of Candidates is drawn to the
Ordinary and Honours Diplomas for Teachres,
which are strongly recommended as suitable for
those who are or intend to be teachers.
Examinations are held at Aberdeen, Bedford, Bel¬
fast, Birmingham, Blackburn, Brighton, Bristol,
Cambridge, Cardiff, Croydon, Dublin, Edinburgh,
Exeter, Glasgow, Hull, Leeds, Liverpool, London,
Manchester, Middles borough, Newcastle-on-Tyne,
Norwich, Nottingham, Oxford, Plymouth, St.
Andrews, Sheffield, Southampton, Swansea, and
several other towns.
Information regarding the Examinations may
be obtained from the Secretary L.L.A. Scheme,
The University, St. Andrews.
WOLSEY
HALL,
OXFORD.
POSTAL TUITION
For London University
MATRIC., INTER., & FINAL
B.Sc., B.Sc. (Eeon.), B.D.,
FREE GUIDE
on application to
THE SECRETARY.
126
THE EDUCATIONAL TIMES.
[Nov. 1, 1917.
BIRKBECK COLLEGE
Breams Buildings, Chancery Lane, E.C.
UNIVERSITY OF LONDON.
COURSES OF STUDY (Day and Evening)
FOR DEGREES IN
ARTS, SCIENCE, ECONOMICS, LAWS,
under Recognized Teachers of the University.
ARTS.— Latin, Greek, English, French, German,
Italian, History, Geography, Logic, Economics,
Mathematics (Pure and Applied).
SCI E NCE. — Chemistry, Physics.Mathematies (Pure
and Applied) , Botany, Zoology, Geology.
CEOCRAPHY DIPLOMA and MATRICULATION.
EveningOonrses for theDegrees in Economics and Laws.
POST GRADUATE AND RESEARCH WORK.
„ f Bay : Arts, £10. 10s. ; Science, £17. 10s.
. ESSioiiL i Evening: Arts, Science, or Economics.
FEES L £5. 5s.
Prospectus post free, Calendar 3 d. (by posted.).
Maria grey training
COLLEGE eor WOMEN TEACHERS in
HIGH, SECONDARY, and PREPARATORY
SCHOOLS.
In connexion with the London University and
recognized by the Cambridge Teachers’ Training
Syndicate.
Principal: Miss Katharine L. Johnston, B.A.
London, M.A . Sheffield, Girton College, Moral
Sciences Tripos, Cambridge Teachers’ Train¬
ing Certificate.
Preparation for the Teaching Diploma of the
London University for the Certificate of the Cam¬
bridge Teachers’ Training Syndicate and for the
National Froebel Union Higher Certificate, Parts
I and II.
Demonstration School attached to the College ;
ind practice for Students in neighbouring schools
under the supervision of specialists.
Tuition fees £24. A number of Scholarships from
£12 to £24 offered to Students with a Degree or its
equivalent. Loan Fund.
Particulars of College Hall and Registered Lodg¬
ings can be obtained from the Principal at The
Maria Grey College, Salusbury Road, Brondesbury,
London, N.W. 6.
Teachers Registration Council
Representative of the Teaching Profession
( Constituted by Order of Council, 29 Feb. , 1912.)
In accordance with the above-mentioned
Order a
REGISTER OF TEACHERS
is now maintained by the Council.
For Information apply to —
The SECRETARY,
Teachers Registration Council,
47 BEDFORD SQUARE,
London, W.C.l.
JOINT SCHOLASTIC AGENCY.
23 Southampton St., Bloomsbury Sq., W.C. 1.
This Agency is under the direction of a Committee
representing the following leading Educational
Associations :— -
HEAD MASTERS’ CONFERENCE.
INCORPORATED ASSOCIATION OF HEAD MASTERS.
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128
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THE EDUCATIONAL TIME’S,
129
CONTENTS.
Pa^e
Leader: Mr. Fisher’s Bill . 129
Notes . 131
“Try it” — Inspection of Private Schools — The Breakdown of
the Penny— The Examinations Council — Orthopsychics — The
White Cross— Training for Social Work— Science in Secondary
Schools—" Vocational ” Again — Its Value— Teachers and their
Treatment — The N.U.T. and the Labour Party — Scouts and
Discipline — French Drama — French History in the French
Lesson— The Cost of Food— The Expert — The School Medical
Service.
Recent Events . 135
The College of Preceptors — -
Half-yearly General Meeting . 135
Meetings of the Council . 140
Certificate and Lower Forms Midsummer Examination-
Prize List . 1‘49
Certificate and Lower Forms Midsummer Examination —
Colonial Past List . 150
Professional Preliminary Examination — Pass List . 151
Page
Art Teachers’ Guild — Recommendations to the Reconstruc¬
tion Committee on the subject of Art Education . 140
Advanced Courses in Secondary Schools . 141
The Revision of Spelling. By Alfred P. Graves . 142
Overseas . 143
Schemes or Souls ? . 145
Dr. M. E. Sadler on Mr. Fisher’s Debut . 146
Reviews . 152
The Organization of Thought (Whitehead) — The Distribution
and Relations of Educational Abilities (Burt)— The Principles
of Rational Education (Mercier) — The Loom of Youth (Waugh)
— God the Invisible King (Wells) — The Student ’s Guide (Adams)
— The Camp School (Macmillan)— Sonia : Between Two Worlds
(McKenna)— W. E. Ford : a Biography (Beresford and Rich¬
mond) — The Religious Difficulties of Children (Mumford).
General Notices . 156
Publications Received . 161
(The Educational XTimes.
Until further notice, “The Educational Times”
will be issued four times a year — on
the 1st of February, May, August, and
November. The next issue will appear
on February 1st.
Communications intended for the Editor should be
addressed to Ulverscroft, High Wycombe.
MR. FISHER’S BILL.
Heralded by Mr. Fisher’s clear and convincing first-
reading speech, the Education Bill was published in
the early days of August and received widespread sup¬
port in the newspapers. No one fails to appreciate
Mr. Fisher’s sincere desire to improve the educational
opportunities for the rising generation. His scheme is
magnificent in its extent : he proposes that the State
should control all its citizens between the ages of two
and eighteen years.
The Bill runs to forty-seven clauses and contains
several complicated points, but its main provisions are
simple. The first seven clauses deal with the National
System of Public Education. The county remains the
normal emit of local administration, but the rights of
the smaller authorities are safeguarded and the duty
of mutual consultation is laid down. Powers are given
for Authorities to group themselves into Provincial
Associations. The rate-limit of twopence is abolished.
Clause 2 lays it down that in central classes or schools
shall be given “ practical instruction.
Clauses 8 to 16 deal with Attendance at School and
Employment of Children and Young Persons. The
compulsory age up to which children must attend full¬
time schools is placed at fourteen, with no exemptions
of any kind, and powers to raise to fifteen. After the
age of fourteen (or fifteen) young persons must attend
day continuation schools for eight hours a week during
school terms, with the following exemptions: — The
obligation does not apply (1) to children over the age
of fourteen on the appointed day ; (2) to children over
sixteen who have passed a University matriculation
examination; (3) to children who are receiving full¬
time education in secondary schools (a) “ recognized ”
by the Board of Education or ( b ) considered efficient
by the Local Authority. Under the age of twelve no
child is to be “ employed ’ ’ ; from twelve to fourteen
no child is to be employed in mine, factory, or quarry.
After the latter age the Authority may control employ¬
ment. Employers are bound to allow suitable time for
attendance at continuation schools.
Clauses 17 to 21 refer to Extension of Powers and
Duties of Local Authorities. Provision is to be made
for games and physical training in all grades of schools ;
medical inspection and treatment are to apply to
secondary schools, and power is granted to establish
nursery schools for children over two and under five
years of age.
Clause 22 abolishes all fees in public elementary
schools.
Clauses 23 and 24 deal with inspection of schools not
already under inspection. It is laid down that any
school may be inspected on application from the
Governors or Principal; and that all schools of which
the Board have no knowledge must report themselves
to the Board within three months, under a penalty of
£10, plus £5 a day.
The remaining clauses deal with administrative pro¬
visions, important mainly to the officials in education
offices, until we come to Clause 44, which gives some
definitions. A child is any boy or girl under the age
of fourteen (or fifteen if the Local Authority so de¬
cide), and that age is not technically reached until the
end of the school term in which it is actually reached.
A young person is any boy or girl from the compulsory
school-leaving age up to the age of eighteen. Prac¬
tical instruction means cookery, laundry work, house¬
wifery, dairywork, handicrafts, and gardening, and
“ such other subjects as the Board declare to be sub-
130
THE EDUCATIONAL TIMES.
[Nov. 1, 191 7.
jects of practical instruction.” “Employed” means
employed for gain.
The provisions contained in the Bill were already
expected. Concerning continuation education the find¬
ings of Mr. Herbert Lewis’s Committee are incor¬
porated. With these we dealt fully in the August
number. Lord Haldane’s Provincial Councils make
no direct appearance; but power is given to form Pro¬
vincial Associations, and these, if formed with the
approval of the Board, will receive grants, both local
and central, and will have the spending of them. If
this provision is carried out, the Directors of Educa¬
tion will sit in their offices and twiddle their thumbs
while other officials in other offices will do their work
and assume their responsibilities. It is obvious that
this part of the Bill will be opposed by every Educa¬
tion Office in the country.
Almost everyone will approve of the proposal to raise
the age of compulsory attendance to fourteen, without
exemption; but steps will have to be taken to ensure
that children between the ages of twelve and fourteen
shall obtain a valuable education and shall not remain,
as now too often happens, marking time till their day
of freedom arrives. The proposal to give Authorities
the option of raising the compulsory age to fifteen will
be hotly combated, on the ground of the undesirable
jealousies and friction that may arise in adjoining
localities.
The real fight over the Bill will be joined on the
issue of compulsory continuation schools. That Mr.
Fisher has foreseen this is clear from the speech¬
making campaign that he has carried out. Employers
will often urge that the practical difficulty of scheming
a young person’s time so that he or she may be absent
from work for two afternoons a week is insuperable.
There may be much in this contention. An alterna¬
tive scheme that has great attraction is to make full¬
time education compulsory up to the age of sixteen,
followed by voluntary attendance at classes. Not all
Mr. Fisher’s persuasive eloquence and whole-hearted
sincerity will be able to convert parent and employer
to an acceptance of these provisions.
The clauses dealing with medical inspection and
physical training are all to the good; but there is one
curious clause that appears to have slipped in by acci¬
dent. Education is usually taken to include book¬
learning and, more recently, physical care ; but all
details of curriculum and the time-table are left to the
schools or to the Board’s Regulations — with this one
exception : the Bill provides that in all public elemen¬
tary schools there must be “ practical instruction ”
(Clause 2), defined as we have already quoted
(Clause 44). To make one subject of school instruc¬
tion statutory without mentioning others is to give an
exaggerated importance to that subject.
On the matter of inspection of private schools, Mr.
Fisher or his advisers have not felt able to take a
strong position, probably because of the practical and
financial difficulty of finding inspectors enough. Pri¬
vate schools may be inspected, and all other schools
outside the State system, if they make application and
the Board think fit to agree; but there is no compul¬
sion. The only compulsion that is laid on schools of
which the Board have no official knowledge, or of
which such knowledge is not readily available, is to
report themselves to the Board. This is entirely un¬
satisfactory. Another point that may arouse great
dissatisfaction is the power that an unfriendly
Authority may take for the compulsory inspection
of a private school in its area. It works in this way.
The Local Authority has the duty of seeing that every
child in its area over fourteen years of age is under
efficient education, either full-time or part-time. If a
child claims exemption from the State continuation
school on the ground that he or she is obtaining
efficient education elsewhere, the Local Authority may
inform itself by inquiry or inspection whether that
education is efficient [Clause 8 (3)].
So far we have dealt with the provisions of the Bill
that are bound to excite opposition. There are cer¬
tain omissions that may be equally disastrous. No
mention is made of the size of classes ; there is nothing
as to the salaries of teachers. Many thousands of
additional teachers will be required for the continua¬
tion schools and for the increased number of the higher
standards. It is on all hands admitted that elemen¬
tary education cannot be satisfactory with classes of
fifty and sixty children. The supply of teachers has
been and is diminishing. If national education is to
take a definite forward step, there must be more
teachers. It is merely a question of economics in
accordance with the system dominating the country
at the time. The salaries paid must enable the men
and women who adopt the teaching profession to live
without undue anxiety such material lives as it is
desirable that they should live. So long as there is
free trade in education, if the parents refuse to pay
the cost the children go without. Education has now
become, in its greater part, a State monopoly, and the
State is trying to give education to the children with¬
out providing suitable wages for the teachers. There
can be but one result — a shortage of teachers. There
is but one remedy — a very notable increase in salaries.
There is much in this Bill that is admirable and
there is much that will one day be carried out ; but
discussion of its provisions sounds somewhat hollow as
its chances of getting on the Statute Book are slight.
[On October 19, after this article was written, Mr.
Bonar Law said that it would not be possible to pass
the Education Bill this session and that no day would
be assigned for Second Reading.]
The Board of Education announce that, “ if a student has in¬
terrupted his course at a training1 college for military service, the
Board may pay a further grant for such complete number of years as
may be required to enable him to complete the course of training
originally approved for him, notwithstanding any proportionate
grant for an incomplete year of training which may have already
been paid.”
THE EDUCATIONAL TIMES.
LU
Nov. 1, 1917.]
NOTES.
of men whose traditional work is to see if the Parlia¬
mentary grant is properly spent.
Head masters and head mistresses of secondary
schools are still uneasy about the
“Try it” effect of the Board’s plan for Ad¬
vanced Courses. Mr. Fisher’s letter
to Mr. Wynne-Edwards will do little to allay
anxiety. It reminds us of an answer given by a “ great
head master ” on one occasion to his staff. He had
made a proposal at a masters’ meeting which was op¬
posed by one member of the staff after another. He
listened in silence to all the criticisms and then quietly
remarked: “Well, gentlemen, we will try it for next
term, and you shall tell me how it works.” The fact
is that the whole scheme is the natural result of govern¬
ment from central headquarters with an insufficient
knowledge of local conditions. The Board start with
the admitted fact that smaller schools cannot maintain
a staff of specialists in all subjects of school teaching.
They are anxious to ensure that every child shall have
an opportunity of the best teaching in the subjects that
he or she shall select. On paper there is nothing more
simple than to decree that each small school shall be
content to make itself efficient in a single line, and
that pupils must choose the school that offers the line
they need; but in practice schools are chosen for a
variety of other reasons, and no edict of the Board is
at present powerful enough to outweigh the other
reasons. Secondary schools will therefore continue to
“ muddle on,” doing their best — and a very good
best- — for such pupils as come to them.
The London County Council possess a sufficient staff
of school inspectors, and they would
Private^ Schools. naturally like to have powers to in¬
spect all private schools. So, no
doubt, would other counties were it not for the
cost. The desire is a natural one. Officials who
deal with the education of an area are balked in
the efficiency of their organization by the existence of
a number of schools, unevenly situated in the area,
whose precise aims are unknown and whose position
in the general scheme cannot be precisely determined.
It seems to us that it is right that schools under private
ownership should be recognized as part of the educa¬
tional provision of the area, and that for this purpose
they should be officially known and registered in the
office of the Local Education Authority. Information
as to the general aim of the school, the number and
qualifications of the staff, the number and classification
of the pupils should be filed. Even if a school consists
entirely of boarders, and is therefore non-local, it should
still be registered in the office. Private schools should
welcome inspection that should help to give them re¬
cognition as part of the educational provision of the
area. For this a new race of inspectors is needed, who
shall be without the suspicious, policemanlike attitude
We have received from the Decimal Association a
renewed appeal to the countrv to
The Breakdown z , m tA ,
of the Penny adopt a decimal comage, traditional
usage is very hard to overcome.
There are towns in England, even not far re¬
moved from London, in which ancient weights and
measures unknown to modern arithmetics are still
used. We have grown up with the penny, and its re¬
moval will be as difficult as it will be to effect a change
in our picturesque but inaccurate spelling. The appeal
that we have received is signed by names known well
in the outer world. It must bo left to them to effect a
reform. Teachers have done for many years what is
in their power to do : no boy or girl of ordinary intelli¬
gence leaves school now without considerable experi¬
ence and skill in the use of measurements of length,
capacity, and value based on a decimal system. The
particular point of this appeal is to show that the penny
has broken down as a convenient unit of value.
Among the poorer classes who purchase small quanti¬
ties of cheap commodities there is need of a copper
unit that will more readily subdivide. To the small
trader, half of 3^d. naturally becomes 2d. He gains :
the purchaser loses.
The Examinations Council is now established, and
jhe all State secondary schools, by means
Examinations of a bribe of £2 per pupil, are
Council. plunged deeper into the lifeless¬
ness of bureaucratic control. For the Council has
no power to act without the approval of the Board.
Since the Board’s plan was first introduced, in 1914,
this paper has steadily pointed out the dangers in¬
volved; but we searched other papers in vain for sup¬
port in our view until the issue of September 20 of
The Times Educational Supplement, a paper that is
always ready to give the Board the utmost possible
credit for its policy. One of the leading articles in
this number takes a line that is in harmony with the
views already expressed here. The writer says : “ The
Board, however, has resisted all attempts by skilled
educationists to secure a modification of the scheme,
and has, indeed, increased its bureaucratic character
by failing to make provision for the representation of
the professions on the Council. Official control over a
compulsory scheme of secondary-school leaving exami¬
nations has been established. It is curious to find
to-day an official reaction towards methods that have
proved dangerous on the Continent in the field of
secondary and higher education. We should do well
to avoid "this evil here.” Again : “ Neither the profes¬
sional bodies, nor the trade unions, nor the great manu¬
facturers are to be represented on the Council.”
We are asked to bring to the notice of our readers
132
THE EDUCATIONAL TIMES.
[Nov. 1, 1917.
the educational programme of the
Orthopsychics. Society for the Study of Ortho-
psychics. The objects of the Society
are the study of human character, social and in¬
dividual, and of the conditions of its proper de¬
velopment and control ; the training ' of students in
applied psychology ; and the promotion of general in¬
terest in this subject by lectures, discussions, and other
means. Three courses of study are outlined : a general
course, a post-graduate course, and a social workers’
course. Examinations will be held, diplomas given,
and a. register of orthopsychic workers maintained.
Public lectures will be given and discussions arranged.
The Council includes many names well known to edu¬
cational science; the Committee of Education and Re¬
search consists of Mr. C. Burt, Mr. J. C. Elugel, Miss
J. M. Murray, Prof. Percy Nunn, and Miss J. Turner.
The Hon. Secretary is Dr. LI. Wynn-Jones, 30 Bruns¬
wick Square, London, W.C.l.
Science in
Secondary
Schools.
exerted a formative influence upon
the teaching of science in secondary
schools.” These are the opening
words of a very valuable and complete report recently
issued on Science Teaching in Secondary Schools by
the British Association (Burlington House, London,
W.l; Is. net). Dr. E. H. Tripp, until recently him¬
self a science master in an English public school, is
the secretary. There are chapters on the present posi¬
tion of science teaching in secondary schools of dif¬
ferent types, on the time required, on methods, on the
supply of teachers, and on inspection and examina¬
tion. Typical science courses are laid down by Mr.
Archer Vassall, Mr. F. W. Sanderson, Prof. Percy
Nunn, Prof. H. E. Armstrong, and others. There are
also appendixes on salaries, science subjects in girls’
schools, laboratories, and staffing in girls’ schools.
The report should be studied by all teachers of science ;
we wish we had space to reproduce some of the speci¬
men courses.
Madame Montessori is organizing in America a new
piece of war work. This is known as
White Cross. the White Cross. The White Cross
“ is a body designed to treat the chil¬
dren of war : to gather up the new' human generation
and to save it by a special method of education.” A
free course of preparation is being established in which
volunteers wall be trained ‘‘in first aid, knowledge of
nervous diseases, dietetics for infants and children,
isolation, special psychology, domestic science, agricul¬
ture, language, and a theoretical and intensely practical
course in the Montessori method as specially applied to
these children.” Groups of trained wnrkers will then
be sent out to the countries v'hich have been devas¬
tated by v’ar, and an attempt will be made to restore
to normal activity and joy the minds of children who
have been terrified and crushed by the horrors they
have suffered. The work is w'orthy and we wish it
success; the need will continue for some years after
the war is over.
It used to be supposed that women often washed
they had been born men in order that
Social'1^/ orb a tife °f greater activity and useful¬
ness might be open to them. The
war has changed all that; no woman to-day need sit
down, like one of Miss Austen’s heroines, and lament
her ineffectiveness. But effective work implies suit¬
able training. Of this there is no lack. The Ratan
Tata Department of Social Science and Administra¬
tion in the University of London announces a special
course of training for welfare supervisors and other
social work, whether professional or voluntary. It
would be difficult to find a better use for the Ratan
Tata benefaction. Particulars may be had from the
London School of Economics, Clare Market, Portugal
Street, Kingsway, London, W.C.2.
Few wrords are more abused or used in more contra¬
dictory senses than the unfortunate
“ V°%ga°nnal term “ vocational,” as applied to
education. To a member of the
Workers’ Educational Association the term at once
arouses fury and calls up pictures of unfortunate adol¬
escents drilled in knowledge narrowing to their own
mental development, but useful to the employers as
turning the young people into better money-making
tools. There is, indeed, some excuse for this view;
though we regret its violence. We still hear in public
speeches that the need for greater effort in education
is that w'e are confronted with a struggle against a
nation better equipped economically than ourselves.
That nation is, of course, Germany. But it must not
be forgotten that the splendid system of vocational
training, known to English readers largely through the
book by Dr. Kerchensteiner published shortly before
the w'ar, involves the selection of young people and
training them for industrial pursuits according to the
alleged needs of the industries and without any voli¬
tion on the part of the children. The son of a chimney
sweeper in Germany is trained to be a chimney sweeper
as a matter of course, unless it happens that there are
too many chimney sweepers in the towm. This is a
state of affairs that we could not suffer in England, and
the Workers’ Educational Association is right in pro¬
testing against any attempt on the part of employers
to carry out such a violation of democratic freedom.
“ The British Association has on several occasions j
But, in their fight against the introduction of
vocational education into secondary
Its Value. schools or continuation schools, the
Workers’ Educational Association lay
insufficient stress on two important factors in educa¬
tion. In the first place, an admixture of manual w'ork
in the time-table, in some form or other, laboratory
wrork, woodwork or metalwork, is a valuable help to
Nov. 1, 1917.
THE EDUCATIONAL TIMES.
i o o
1 OO
the growing powers of the boy or girl ; it is believed by
modern psychologists that the brain does not develop
its best powers unless the hands are used as well.
And yet the W.E.A. view all manual work as unneces¬
sary and an attempt to deprive the pupil of part of the
intellectual education that is due. The second point
is that no subject of school study possesses such a real
and lively interest to the pupil as the subject con¬
nected with the destined occupation after school is left
behind. In almost all occupations that are followed
by the better-to-do classes vocational training is the
rule. The doctor, the chemist, the nurse, the school¬
master, the clergyman, the architect, and many others
go through a course of vocational training and are the
better for it. The engineer and mechanic should have
the same advantage. He should not wait for the
training of the workshop to discover how to co-ordinate
the activities of his fingers with the activities of his
brain.
The more complete supply of educational opportuni-
, , ties that is indicated for the near
Teachers and £ . it-
their Treatment. iuture needs also a marked increase
in the number of teachers. In order
to secure this additional supply Mr. Fisher has already
foreseen that large sums will have to be spent in rais¬
ing salaries. Mr. Fisher also claims that the finan¬
cial condition will not be satisfactory until adequate
pensions are secured. The financial aspect is impor¬
tant. Men and women, apart from the few en¬
thusiasts, cannot be expected to flock into a profes¬
sion in which the conditions of living are made
especially difficult. But there are other things as
well. Teachers must be treated with the considera¬
tion due to their position and the importance of their
work for the nation. The Board of Education have
gradually improved in their treatment of teachers, and
the improvement will, we trust, continue; but many
Local Authorities still continue to treat teachers as
an undesirable but necessary nuisance, to be snubbed
and browbeaten when possible. It is the dislike of
the probable unpleasant experience of the behaviour
of the Local Education Committee that keeps away
numbers of people wdio would be glad to take up teach¬
ing if they could be sure of considerate and respectful
treatment.
We learn from the Schoolmaster that proposals have
been put forward that the National
the t abou J Party Union of Teachers “ should enter into
alliance with the Labour Party.”
The decision on the point will prove of considerable
importance in the future development of the Union.
Whatever that decision may be, the fact that the pro¬
posal has been put forward indicates an increasing
articulateness on the part of the classes who make use
of the public elementary schools and a growing deter¬
mination to take a share in the control of education.
In 1870 it was the more enlightened portion of the
educated classes which said that education must be
provided for all children. Now there are one or two
generations of educated parents ; and they are gradu¬
ally coming to understand the value of education and
they are developing views as to what that education
should be. This movement is all to the good. Too
long have the people’s schools been .governed by well
meaning .bureaucrats. The Workers’ Educational
Association has shown that the people themselves are
beginning to study and understand the problems of
education and are prepared to take a larger share than
before in controlling it and in making it fit the needs
of their children. It is fortunately no longer neces¬
sary to urge the necessity of education; the point in
dispute now is the form that education shall take.
Mr. J. L. Paton has recently given a valuable
address on the subject of scouts.
Scouts and mi i t j?
Discipline. I he war has caused the removal ox
many scoutmasters, and in some
areas companies seem to have languished for want
of control from above. Such, however, has not been
Mr. Paton ’s experience. He has found that the boys
have risen to the occasion and have shown themselves
capable of managing their own discipline, much as the
occupants of the Little Commonwealth have done.
The absence of scoutmasters may, indeed, prove a
blessing in disguise if it enables the boys to develop
their own powers. This is what Mr. Paton had to say
upon this point : ‘ ‘ How was the better discipline
secured? In the same way as all the other qualities
of scout training — by basing it on the boy himself.
The spring of vitality in discipline, as in all their activi¬
ties, was from below, not imposed by officers, but
developed and upheld by the boys themselves through
the Court of Honour. The growth of the Court of
Honour had been accelerated by the withdrawal of
scoutmasters owing to the war. Many a troop was
managed entirely by the patrol leaders. The Court of
Honour met every night ; it discussed questions of
supply and finance and all matters of general manage¬
ment and conduct, so that any breach of scout law
was at once brought before a committee of scout boys
themselves. Minutes of meetings wTere kept. The
Court of Honour .... was the organ of self-govern¬
ment. The discipline came from within, grew from
within, and was controlled by the community itself.”
The Classical French Theatre Association has come
to a very vigorous birth. The Asso-
French Drama. ciation is formed ‘‘to present, with the
aid of the French National Theatres
(the Comedie-Fran^aise and the Odeon), in a manner
worthy of their best traditions, some of the best works
of French dramatic art from the time of Corneille up
to the present day.” Performances may be given to
an individual school, to a group of schools, or in public
134
THE EDUCATIONAL TIMES.
halls. The Association aims at no private profit.
When an adequate reserve fund has been built up, any
profits will be devoted to the provision of bursaries for
travel abroad. The names of the supporters of the
scheme are sufficient guarantee of the genuine nature
of the movement. Mr. Stanley Leathes is the chair¬
man; Sir John -McClure, treasurer; many important
head masters, head mistresses, members of the drama¬
tic profession, and Government officials form a large
committee. Count A. de Croze is the hon. director.
Subscriptions and donations are invited, and should be
paid to the Hon. Director, 89 Fitzjohn’s Avenue,
London, N.W.3.
Mr. H. A. L. Fisher, President of the Board of
French History in Education, has written a letter to
the French Mrs. J. R. Green, President of the
Lesson. Historical Association, which has
been published in the July number of History. The
letter is dated from the Board of Education, which
gives it partly an official character. The reason that
we refer to it here is that it may indicate a change on
the part of the Board’s inspectors towards the teacher
of French and the French lesson, and a consequent
change in the secondary schools examination in
French, which is now controlled by the Board. This
is what Mr. Fisher says : “ Boys and girls are supposed
to learn French. They dip' into a French grammar,
they read a few fragments of French literature — per¬
haps, if they are lucky, they are afforded some exer¬
cise in the colloquial use of the language — but how
many boys and girls who are supposed to have learnt
some French in our secondary schools have the faintest
notion of the French people, of the role which the
French nation has played in the history of Europe, or
of the general social structure of the country with
whose language and literature they are presumed to
have acquired some shadow of acquaintance?”
The general increase in the cost of living, and in par¬
ticular the rise in the price of food,
of Food. ls becoming a serious problem to the
boarding school. The boarding-house
master in the richer schools is popularly supposed to
have made in the past considerable profits, and it is
thought that he can bear a lean year or two ; this may
be true, but if it is so, it is only a fact in a minority
of cases. The profits from boarding fees in the larger
number of schools is not excessive : in recent times the
standard of living has steadily increased, at, of course,
a greater expense to the master. In the present
crisis it is possible to give inferior food or less of it,
or to give longer holidays. No one of these expe¬
dients is, in our view, wise. Growing children should
have a sufficiency of nourishing food. The reasonable
view is that parents should be asked to meet part, not
the whole, of the loss that the schools are enduring.
[Nov. 1, 1917.
An increase of 15 per cent, on the total fees would pro¬
bably be found in most cases to meet about half of the
increased cost, and this addition of 15 per cent, to
then bills would probably be accepted by the great
majority of parents as reasonable.
“ Education,” said Mr. Fisher the other day, “ is
far too serious a matter to be left to
The Expert. the educationists.” He was address¬
ing a meeting of business men, and
his object was to make them take an interest in the
subject. But the words might with equal propriety
be addressed to teachers. All experts are inclined to
belittle the opinions of non-experts. Teachers are ex¬
perts, within certain limits, and they distrust (some¬
times on good grounds) the views of parents and others
of the general public. But teachers are, or ought to
be, experts in the methods of giving instruction and in
providing the suitable environment for the growth and
development of the child. They have no monopoly of
knowledge of wffiat that instruction ought to be or what
lines the growth and development ought to take.
The carpenter is an expert in making book-shelves, but
he is not necessarily called upon to decide what posi¬
tion in the room the shelves are to occupy. Teachers
should welcome the expression of the views of parents
as to the meaning of education. The position of
schools in a country depends upon the recognition by
the general public of the value of education.
Sir George Newman’s Annual Report, as Chief
Medical Officer to the Board of
Medical Service. Education, contains serious warning
and at the same time is a document
full of encouragement and hope. The report shows
how great is the amount of preventible ill-health and
how the medical organization is gradually beginning to
deal with the difficulties. “In a certain, though
narrow, sense,” says Sir George, “ everything depends
upon the child’s physique. If that be sound, we have
the rock upon which a nation and a race may be built;
if that be impaired, we lack foundation and build on
the sand. It would be difficult to over-estimate the
volume of national inefficiency, of unfitness and suffer¬
ing, of unnecessary expenditure, and of industrial un¬
rest and unemployability to which this country con¬
sents because of its relative failure to rear and to
educate a healthy, virile, and well equipped race of
children and young people. There is no investment
comparable to this, no national economy so funda¬
mental ; there is no waste so irretrievable as that of a
nation which is careless of its rising generation.”
This is sound argument, and, lest he should appear to
think only of the industrial machine, Sir George adds:
“ The goal .... is a human personality, well grown
and ready in body and mind, able to work, able to
play, a good citizen, the healthy parent of a future
generation. ”
Nov. 1, 1917.]
135
THE EDUCATIONAL TIMES.
RECENT EVENTS.
The Examinations Council.
^ In the middle of September the President of the Board of
Education announced the names of the Secondary School
Examinations Council. This Council will assist the Board
in the co-ordination of the hundred examinations for which
secondary schools prepare their pupils. The Universities of
Oxford and Cambridge have nominated their examination
secretaries, Mr. Matheson, Mr. Gerrans, and Mr. Flather.
Durham and Bristol are represented by their Vice-Chancellors,
Sir Isambard Owen and Dr. Hadow. Dr. Walmsley represents
London University. The Northern Universities have three
nominations, Sir Alfred Dale, Vice-Chancellor (Liverpool),
Professor Connal (Leeds), Miss Burstall (Manchester). The
County Councils and the Municipal Councils each send a
chairman and a director, Mr. Mellish (Nottingham), Dr.
Snape (Lancashire), Mr. Dawson (Hull), Mr. Legge (Liver¬
pool). The Association of Education Committees have not
yet made a nomination. The Teachers Registration Council
fill five places: Mr. P. Abbott, Miss Gadesden, Miss E. S.
Lees, Mr. G. Sharpies, and Mr. A. A. Somerville. The
chairman is Mr. W. Temple ; the secretaries, Mr. Christopher
Cookson and Miss M. Kennedy. The scheme put forward
by the Board in May is modified to the extent of withdrawing
the proposal that the professional bodies should nominate two
members. In compensation an extra seat is given to the
Teachers Registration Council, and the Education Committees
were asked to nominate a representative, Rev. Canon J. J.
Scott. The Council will sit at South Kensington. Com¬
munications should be addressed : The Secretary, Board of
Education, London, S.W. 7, and the envelope should be
marked “ Examinations Council.”
Order of the British Empire.
At the end of August the first list of appointments to this
Order was issued. Prof. Ripper (Sheffield) is among the
Companions of Honour ; Prof. H. S. Jackson receives a
K.B.E. ; Miss Margaret Macmillan a C.B.E., together with
Profs. W. H. Baker, W. H. Bragg, S. J. Chapman, F. W.
Iveeble, J . F. Thorpe ; and a M.B.E. is given to Miss Rosa
Bassett.
Head Masters’ Conference.
The Head Masters’ Conference met this year in London
during September. A resolution was passed expressing the
opinion that the representation of teachers in schools should
be not less than that of Universities on the Secondary School
Examinations Council. It was pointed out that no head
master of a secondary school had as yet been included in the
Council.
Russian Teachers.
At a conference of teachers of Russian, convened by the
sub-committee for Russian Studies of the Modern Language
Association, it was resolved that native Russian teachers
wishing to teach their language in English schools should
possess the following qualifications : — (a) The standard spoken
Russian of the country ; (b) an academic standing not lower
than that of a Russian secondary school ; and (c) a knowledge
of English and a general experience of teaching modern
languages. It will not always be possible for intending
teachers to produce proof of the second qualification, and the
M.L.A. sub-committee will interview teachers who wish to
come before them, and will investigate personally their
qualifications for the proposed work.
The Council of the Royal Colonial Institute have decided to award
silver and bronze medals and prizes of books for the best essays sent
in by boys or girls who are pupils at schools either in the United
Kingdom or in the Outer Empire. There will be two classes — A and B.
The subject for Class A (candidates over sixteen years of age) is “ A
Comparison of the British Empire and the Empires of the Past,”
and the subject for Class B (candidates above the age of thirteen and
under sixteen) “The Work of David Livingstone as an Empire
Builder.” The essays are to be received at the Royal Colonial
Institute, Northumberland Avenue, W.C. 2, before March 31, 1918,
and the regulations can be obtained from the Secretary.
THE COLLEGE OF PRECEPTORS.
HALF-YEARLY GENERAL MEETING.
The ordinary Half-yearly General Meeting of the Members
of the Corporation was held at the College of Preceptors,
Bloomsbury Square, W.C.l, on Saturday, the 27th of October.
Prof. John Adams was appointed Chairman.
The minutes of the last meeting were confirmed.
The Report of the Council was laid before the meeting, and
was taken as read, a copy having been previously sent to
every member of the College. It was as follows : —
Report of the Council.
The Council beg leave to lay before the members of the College the
following Report of their proceedings since the issue of their last
Report : —
1 . A Course of Twelve Lectures to Teachers on *' ‘ The Essentials of
Education Psychology,” has been delivered by Professor John Adams,
and a Course of Twelve Lectures on “ The Ideal and the Actual in
Present Day Education,” was begun on the 27th of September.
2. (a) The Midsummer Certificate and Lower Forms Examinations
were held on the 25th to 30th June, and were attended by 2,720 can¬
didates.
Through the generosity of the Rev. H. A. Soames, the Council will
in future be enabled to offer a Prize for Scripture History at the
Midsummer Certificate Examination. Mr. Soames has presented the
College with £50 2| per cent. Consols for that purpose.
( b ) The Professional Preliminary Examination, held on the 4th to
6th September, was attended by 189 candidates.
3. (a) The Examination which was conducted by the Council on
behalf of the Newfoundland Council of Higher Education was held
I at 188 Centres on the 25th to 30th June. The total number of candi¬
dates examined was 3,586, viz. 6 in the Senior Associate Grade, 87
in the Junior Associate Grade, 704 in the Intermediate Grade, 1,453
in the Preliminary Grade, and 1,336 in the Primary Grade.
(5) At the request of the Governors of Sir Robert Hitcham’s
School, Coggeshall, the Council have conducted an Examination for
Secondary School Exhibitions and Junior Technical Exhibitions.
4. Since the issue of the last Report six members have been elected,
and five have withdrawn from membership. The Council regret to
have to report the death of the following members : — Miss K. Cahalan,
L.C.P. , Miss J. M. Cazalet, Mr. M. C. Maccormac, A.C.P., and Mr.
C. Jeep. Mr. Maccormac died in defence of his country ; he was
killed in action.
5. Copies of the College Calendar for 1917-1918 have been sent,
without charge, to all life-members and subscribing members.
6. Grants amounting to £39. 10s. have been made from the Bene¬
volent Fund.
7. (a) Representatives of the Council have taken part in the work
of the Teachers Registration Council, the Federal Council of Secon¬
dary School Associations, the Teachers’ Training Committee, the Joint
Scholarships Board, the Committee of the Conference of Educational
Associations, the League of the Empire, the Secondary Teachers’ War
Relief Fund Joint Committee, the Joint Scholastic Agency, and the
Joint Agency for Women Teachers.
(b) Teachers Registration Council. — Up to and including Thursday,
the 13th September, 1917, the number of applicants for admission t,o
the Register was 19,266.
The Second Edition of the Official List of Registered Teachers is
now in preparation, but it is doubtful whether the circumstances arising
from the War will permit of its being published at the beginning of
next year. In the meantime the Council is about to issue a special
circular urging that the various Associations represented among its
numbers should make a special effort to inform their members of the
importance of becoming registered without delay.
In August a Deputation from the Council attended at the Board of
Education and submitted to the President of the Board certain reasons
why the number of teachers on the proposed Secondary School Ex¬
aminations Council should be increased. The request of the Deputa¬
tion was granted.
The Council has also had under consideration the preliminary draft
of the Regulations for Technical Schools, and has submitted a Report
to the Board thereon. A Series of Resolutions on Reconstruction in
Education has been prepared and was issued to the press in August
last. At the present time the Council is engaged in the consideration
of the proposals in the Education Bill and of the Report of the Com¬
mission on Civil Service Examinations.
(c) Federal Council. — Your representatives duly attended the June
meeting of the Federal Council. It was reported that the Board of
Trade was not favourable to any railway concessions being made to
pupils and masters travelling to and from Secondary Schools, and that
the Council’s Resolution condemning the practice of giving free places
to children in schools merely because they promise to become teachers
had been conveyed to the various Local Education Authorities.
136
THE EDUCATIONAL TIMES.
[Nov. 1, 1917.
Circular 996 of the Board of Education was considered, and the
Council recorded its opinion that the representation accorded to Secon¬
dary Teachers and Professional Bodies on the School Examinations
Council is quite inadequate.
(d) League of the Empire. — The educational work of the League
has this year to some extent been held over in favour of work for the
many urgent necessities of the War. The Summer Meetings of the
Imperial Union of Teachers have been regularly carried through each
year. The meeting this year was enlarged into an interesting Con¬
ference on the spiritual ideals of some races — the Anglo-Saxon, the
French, the Russian, and the Indian — and the means that may be
taken for ensuring to the child the spiritual equipment which is needed
for his own development and for doing good service to the world.
Within the year the League has presented, on the part of the
women and children of the British Isles, silk flags and specially en¬
graved shields to all the Overseas contingents now fighting for the
Empire. A Committee of the League has also been appointed to
carry out Mrs. Hohnan-Hunt’s scheme for presenting to each totally
disabled soldier a specially hound volume of Shakespeare in memory
of Lord Kitchener.
The work of the War Depot has been can-ied on actively, and in
all nearly a million gifts have been despatched to institutions and to
soldiers in the trenches ; to the Red Cross Associations of the Allies as
well as to our own hospitals.
The Correspondence Branch of the League numbers now over
36.000 members.
H.R.H. The Duke of Connaught has become Hon. President of
the League, and H.M. Queen Alexandra and H.R.H. Princess
Louise, Patrons.
(e) Joint Agency for Women Teacher a. — During the summer months
the number of new posts entered on the books has exceeded the num¬
ber of teachers. The dearth of science and mathematics teachers is
particularly noticeable, the proportion of these teachers to posts being
about 1 to 10. The Agency has filled 194 posts during the months of
June, July, and August — and of these 41 were in boys’ or mixed
schools. The increase of work, due largely to applications from hoys’
of mixed schools, has necessitated an increase in the clerical staff.
(/) Joint Scholastic Agency. — The number of vacancies notified
during the past year was considerably in excess of the number notified
during the year 1915-16, whilst, despite the fact that a much larger
proportion of the vacancies had to he filled at short notice, when
many would-be candidates, owing to the terms of their agreements,
were unable to apply, the number of posts filled was much the same
as the number filled during the previous year. The scheme of incor¬
poration has been discussed in detail, and it is hoped that the Agency
will be duly incorporated in the early autumn.
The Report of the Council was adopted.
The Dean presented the following report : —
The Dean’s Report.
In addition to the general statement of the examination work of
the College during the past half-year, which has been embodied in
the Report of the Council, I have now to submit to you some details
concerning the Midsummer Certificate and Lower Forms Examina¬
tions, together with extracts from the reports of the Examiners.
The examinations were held on the 25th to the 30th of June at
the following places in the United Kingdom : — Aberdeen, Aln¬
wick, Battersea, Belfast, Belper, Bentham, Beulah Hill, Birming¬
ham, Blackburn, Blackpool, Bournemouth, Brighton, Bristol, Cardiff,
Carmarthen, Carnarvon, Cheltenham, Cork, Croydon, Dumfries,
Eccles, Edinburgh, Exeter, Farnborough, Forest Hill, Frome,
Glasgow, Grove Ferry, Highgate, Holyhead, Huddersfield, Leeds,
Leicester, Liverpool, London, Lostock Gralam, Manchester, Margate,
Mayfield, Mountmellick,, Newcastle-on-Tyne, New Quay (Cardigan),
Newquay (Cornwall), Nottingham, Ongar, Pencader, Plymouth,
Pontypridd, Portsmouth, Richmond (Surrey), Rochester, Rugeley,
Scorton, Sevenoaks, Sheffield, Southampton, Southport, Sunderland,
Taplow, Taunton, Wandsworth Common, Wellington (Salop), Wem
Westcliff-on-Sea. ’
The Examinations were also held at the following Colonial
Centres .-—Castries (St. Lucia), Cape Coast Castle, Colombo (Ceylon)
Georgetown (British Guiana), Gibraltar, Kuala Lumpur (F.M.S.)’
Malta, and Rangoon. '
The total number of candidates who sat for the Certificate Exami¬
nation was 2,076*— 1,478 boys and 598 girls.
The following table shows the proportion of candidates who passed
in the grade for which they were entered : —
Boys.
Gihls.
Senior .
J unior .
Preliminary
Senior .
Junior .
Preliminary
Examined
Passed.
Percentage.
145
64
44
. 627
... 392
. 63
454
... 371
. 82
115
46
40
234
... 157 .
67
138
124
. 90
* Not including candidates examined at the Cape Coast Centre.
The above table does not take account of those candidates who
obtained Certificates of a lower grade than that for which they were
entered, nor of those (363 in number) who entered for certain sub¬
jects required for professional preliminary purposes.
The number of candidates who sat for the Lower Forms Examina¬
tion was 644 — 445 boys and 199 girls. Of these 341 boys and
152 girls passed, or 77 and 76 per cent, respectively.
EXTRACTS FROM EXAMINERS’ REPORTS.
Scripture History.
Senior. — The number of papers that would be classed as
“excellent” was smaller than usual, but the number of “ very
good ” was larger. A few confused the conditions laid down for
discipleship, and the sacrifices involved, with the instructions given
to the Seventy in Chapter X. Those who took the First Epistle to
the Corinthians had formed a very imperfect conception of what was
in St. Paul’s mind when he wrote, and therefore could not reproduce
his doctrine.
Junior. — Some very creditable work was done on the difficult
period of Ezra, Nehemiah, and Haggai. The inability of many
candidates to state the chief points in the Baptist’s preaching, or to
write a simple account of the aim of St. Stephen’s speech, indicates
the need of devoting more thoughtful attention to passages in which
there is something more than a mere statement of facts. This criti¬
cism applies also to the answers on the Parable of the Sower, in which
the Parable itself was usually repeated correctly, but the explanation
of it seldom given with accuracy. Candidates during their preparation
should write out names with the spelling of which they are un¬
familiar. Questions on context were usually answered well.
Preliminary. — As a whole, the work of this grade reached a
very satisfactory standard, and much of it showed honest preparation
and intelligent teaching.
Lower Forms. — The work as a whole was good ; in particular,
the papers on St. Luke’s Gospel showed honest preparation.
English.
Senior. — The general result was quite satisfactory. The plays of
Shakespeare (“ Macbeth ” and “ Henry V ”) were both well known,
though there was a tendency to reproduce notes and answers in a
somewhat stereotyped form. Milton’s “ Samson Agonistes ” had
been profitably read by nearly all, and the knowledge of the Sonnets
was also good. “ Silas Mamer ” had evidently attracted all who had
read it ; the answers almost without exception showed interest and
intelligence. The Grammar paper was not nearly so good. The pas¬
sage given for analysis led to some wild shooting in naming sub¬
ordinate clauses, and even when these were correctly named the
connexions were often wrongly described. Many did not know what
a relative pronoun is ; “ it ” was the word frequently selected. The
meanings of the words given were understood by only a small
minority ; the metaphorical expressions were known better. The
question on peculiarities of grammar led to much irrelevant writing.
Only one or two recognised the prepositional character of “ like.”
In the Essays many wrote on the “ command ” instead of the
“ freedom ” of the seas. Though brevity in an essay is a good fault,
it was rather overdone by a number of candidates.
Junior.-— The bulk of the candidates did good honest papers, and
there seemed to be less scamped work than usual. Both the plays of
Shakespeare had been studied throughout : marks were earned more
freely in ‘ ‘ Henry V ’ ’ because that play excited the sympathy and
vigour of the writers. Scott’s “ Lady of the Lake ” was very
minutely known by those who offered it. Less than a dozen took
Tennyson, but these were successful. In spite of the length of
Southey’s “ Life of Nelson ” and its crowd of detail the candidates
who took this book had evidently read it throughout, and with care.
The Analysis was in the majority of cases very intelligent ; but
the Parsing was even more feeble than before. Little was known
about the common English metres, their accents, or their names.
The Essays were a good average, but brilliance or charm of style
was exceedingly rare.
Preliminary. — The set books were accurately known, and the
answers satisfactory. In Grammar the analysis was well done, but
in some papers the words the and this were not recognised as adjectives.
The question on alliteration turned out to be a surprise which caught
almost every candidate unawares. It was bravely attacked : “ poetic
licence,” “inversion,” and “ euphony ” being invoked to explain it..
The composition was sometimes very good, and the spelling was
satisfactory. The breathless running-on of all the essay in one period
seems to be dying out ; but more commas would be valuable.
Lower Forms. — Grammar: The Analysis was weak, particularly
in the treatment of the verb to be aud the imperative mood. The
Nov. 1, 1917. J
THE EDUCATIONAL TIMES.
137
majority of candidates had apparently not been trained to see that the
function of a word in a sentence settles what “ part of speech ” it is,
so that the word cannot be parsed apart from the sentence. Many
candidates showed no knowledge of grammar at all, but to some few
grammar had been made an exercise in clear thinking and the skilful
use of words. Only one or two recognised the infinitive as a noun.
Dictation, &c. : On the whole, the spelling was good, and in most
instances the piece was well written.
Composition was on a much higher level than usual. Stops, capital
letters, inverted commas, &c., were evidently regarded as essentials,
and frequently quite accurately used. Candidates should not try to
reproduce for composition as they would for dictation. The story is
read in order to give material for the imagination to construct a living
picture within the mind ; it is this picture which should be described.
The constructive, pictire-forming power requires more cultivation.
Hand-writing : Capital letters require more attention. The object
of writing is to be read ; legibility therefore is its chief virtue. Much
of the writing was eccentric and hard to read.
Literature : The answers in narrative form were very well done in¬
deed. The memory work also was good, except for punctuation ; a
very few candidates excelled in this, but the majority either ignored
it altogether or put uniformly commas or full stops at the end of all
the lines. Few seemed to know the meaning of “quote” in B 4,
and many merely mentioned the poems in which the phrases occur.
Difference in metre was usually interpreted as difference in subject-
matter or in tone or sentiment, as of joy or sorrow.
English History.
Senior. — Attention is called to the following points : — (1) The
hopeless confusion of the weaker candidates. The very justifiable
attack on the old method of learning strings of dates is, perhaps, being
pushed too far — a few leading dates are not only useful, but essential.
(2) Some of the stronger candidates seize on a favourite question and
answer it at far too great a length. Hence in an answer dealing with
the Revolts under the Tudors it was quite a common thing to get two
pages on Perkin War beck’s Revolt (where a few lines would suffice),
whereas the Pilgrimage of Grace would be overlooked altogether.
(3) Too many candidates are unable to “ reason,” or fail to read the
questions carefully ; answers to questions calling for a little thinking
are too often a bare record of facts — e.g., the importance of the reign
of Stephen became a chronicle of the events of the reign, and the im¬
portance of the reign of Richard I was an account of the Third
Crusade. “Stick to the question” is a golden maxim for examina¬
tion candidates.
Junior. — The work as a whole compared most favourably with
that of this grade a few years ago, and, though the answers of those
who failed showed a certain vagueness and confusion of periods and
centuries, they were free from the gross blunders that have often
marked the unsuccessful papers in former years. The work of the
majority — that is, of those who passed — showed a still more satisfac¬
tory improvement. The points of the question were better seen ; the
answers were more detailed and more accurate, and showed an intel¬
ligent grasp of the subject that should be full of encouragement to
teachers. 9
Preliminary. — Questions on warlike heroes, like the Black Prince
and Henry Y, produced the best answers, but few seemed to know
much of what the Navy has done apart from Nelson’s battles and the
defeat of the Armada. Intelligent accounts were nearly always given
of the benefits conferred by Roman civilization, and of the reasons
why Great Britain became a great manufacturing country. Very
few showed any signs of understanding Parliamentary history.
Joseph Chamberlain is practically unknown to candidates of this
grade, while many repeated the old statement that John Wesley be¬
came Duke of Wellington. Many stated that Clive suppressed the
Indian Mutiny. Frederick II of Prussia was often described as our
ally against Napoleon.
Lower Forms. — Candidates who had obviously only used the
“ Historical Readers,” or collections of anecdotes, showed too often
complete lack of any sense of time — a story would be remembered and
applied to a person five or six centuries earlier or later than the true
hero. These “Readers” require to be supplemented by an outline
of dates and facts if they are to be of any educational value.
Geography.
Senior. — The answers showed a fair knowledge of the geography
of the world and the principles underlying the subject, but much was
imperfectly understood, and the answers were often inappropriate
repetition of what had been gleaned from textbooks. The map
of the mountain lake (Question 1) was in some cases excellently done,
but some few candidates obviously did not understand contours, and
very few could do more than guess where the lake was likely to
be shallow. The question on projections was selected by most candi¬
dates, and many attempted to describe a method of projections with¬
out the aid of a figure. Nearly all showed some knowledge of the
subject, but many of the answers showed confusion. Practically all
who chose Question 6 displayed a very fair idea of how a delta was
formed, and, though some referred to lacustrine deltas, no candidate
suggested that such deltas might be found in the British Isles. The
most prevalent errors were confusion between striation and stratifica¬
tion ; a tendency to connect ‘ ‘ Para ’ ’ rubber with Paraguay or
Parana, and to regard the surface of Sahara as level and covered with
sand. The usual confusion of East with West was still present.
Many of the diagrams were excellent, but the composition of the
written work left much to be desired.
Junior. — The papers were of about an average quality compared
with those of preceding years, though characterised by the most ex¬
traordinary variations. Of the various sections, that on Australia
gave the best results, and that on Physiography the worst. The
contour map in this latter section was usually done badly, or not at
all. A number of schools are not yet awake to the practical value of
teaching contours. Throughout there were more gross errors in this
section than in any of the others. Two items were unknown by most,
viz. the meaning of the expression, “a natural region,” and the
locale and importance of the Canadian asbestos industry. Otherwise
the great majority of the candidates seem to have had little difficulty
in doing themselves justice as far as the scope of the paper was con¬
cerned, There was the usual absence of sketch maps and diagrams in
illustration of answers, and many otherwise good maps were marred
by carelessness, e.g. rivers crossing their own watersheds, and towns
without any indications (dots or otherwise) of their position.
Preliminary.- — The chief faults were : (a) Failure to define estuary
and isthmus and to give examples from Europe or the Empire as re¬
quested. A considerable number gave the Pyrenees, and a smaller
number the Cheviots, as typical examples of an isthmus ; ( b ) Belgium
was described too often as very dry and Italy as very wet, because
the former was flat and the latter hilly ; (c) failure to appreciate the
importance of situation on the growth of a town. York was invariably
described as the centre of the woollen and coal industries ; ( d ) the
Danube valley might have been better known.
Lower Forms. — The weak points had reference to industries
(Questions 2 and 6). Few candidates could give reasons for density
of population or for the location of industries, and few understood
what china clay and tinplate were. On the other hand, the question
on the meaning of certain geographical terms was well done, and
many gave good descriptions of certain districts of Great Britain.
The marks for the maps would have been much higher if the candi¬
dates had been taught to indicate the situations of towns by dots.
Arithmetic.
Senior. — The errors for the most part were due to inaccuracy,
but there were in some cases errors of principle, such as, Question 2,
confusing 5280 + 54 x 3'275 with (5280 + 54) x 3'275, or, in many
cases, cancelling 3'275 between numerator and denominator, with
no principle at all ; Question 5, taking 3/7 and 4/7 as the earned and
unearned proportions of the total income, the question being thus
totally misinterpreted ; Question 7, calculating the interest on the
amount, or taking five times 104§ as the amount derived from £100
at the end of the five years ; Question 9, incomplete decimalisation
of 3§.
Junior. — The easier questions were usually done well, but a large
proportion of the candidates failed to realise the importance and use
of factorisation. The “ cost ” sum was done accurately by the
majority of those who used the simple method of practice, but those
who used methods involving them in heavy fractions or decimals
seldom obtained the correct result. In the harder questions many
candidates were quite unacquainted with the principles involved
— e.g., in Averages and Percentages. In the latter many attempted
to estimate a percentage profit on the quantity of material involved
instead of on the cost price. The decimal work was poor, and showed
a want of appreciation of the value of figures beyond the decimal
point. The relations between linear and square measure did not
appear to be generally known. The papers showed some improvement
in the method of setting out the work, but much still remains to be
done in this direction.
Preliminary. — Some failed with No. 1 and No. 4, the former a
question in Short Division by factors, the latter involving a change of
rate from miles per hour to feet per second.
Lower Forms. — Although there were very few failures, neither
the general quality of the work nor its neatness was quite up to the
usual standard. Marks were too often lost through copying down
a question incorrectly. Some of the methods of multiplication and
division were cumbrous, and involved an unnecessary number of
figures, as, e.g. , when a simple number was divided successively by
4 and 5 or by 2 and 10, instead of by 20 in the usual way.
Algebra.
Senior. — In very many cases it looked as if the elementary por¬
tions of Algebra had never been mastered, or else that the candidates
had been allowed to get very rusty in the earlier part, while being
138
THE EDUCATIONAL TIMES.
[Nov. 1, 1917.
rushed on to indices, ratio, &e. In particular, some very bad work
was shown on factors and equations, and in the treatment of a
simple problem.
Junior. — There was too large a number of candidates who under¬
stood little or nothing about the subject, and who with perfect in¬
difference attempted all questions, easy or hard. These pupils
should be trained to attempt only to solve questions they understand,
as one or two perfect solutions of the easiest questions on the paper
would be much more satisfactory alike to the examiner, the teacher,
and the pupil. Many candidates had a very imperfect knowledge of
fractions. Much inaccuracy was shown ; teachers would therefore do
well to insist on pupils verifying their results. The question on
graphical methods was seldom attempted, and very often the work
sent up in answer to it was worthless.
Preliminary. — The direct questions involving simple calculation
of an arithmetical kind were often accurately answered. Those re¬
quiring some further perception of algebraical meaning and methods
were in some cases well answered, but in the majority of the papers
the answers to such questions were worthless. Very few candidates
had any idea of what was meant by the verification of the answer
to a multiplication question by substituting a simple value of a vari¬
able. Easy equations and factorisations where the coefficients were
literal led to blunders of a gross kind. In many centres the work was
very neatly written out, but there are still far too many where the
writing and figuring are extremely careless.
Lower Forms. — Some excellent papers were sent in, creditable
alike for neatness, accuracy, and grasp of the subject. On the other
hand, a good many candidates showed the most meagre knowledge
of elementary Algebra, and many wrote out their work very badly.
Questions in simplification and substitution of values were often care¬
lessly worked, and sometimes led to gross error's of principle. More
success was shown in multiplication, division, and factorisation as
long as the coefficients were numerical. When numbers were repre¬
sented by letters, even good candidates showed an extraordinary
tendency to confuse multiplication with addition.
Geometry.
Senior. — A majority of the candidates seem to have some know¬
ledge of the simple bookwork, but give little evidence of geometrical
power (practical or theoretical).
Junior. — Many of the figures were badly drawn, the lettering
being indistinct and often confused, owing to one set being super¬
imposed upon another. In many instances in Questions 1 and 4 the
converse propositions were given. In the majority of cases but one
part of Question 2 was set out. In Question 6 the figure was often
ineffectively drawn, and the proof offered was special and numerical.
Preliminary. — There is very much room for improvement in
describing constructions. In Theory, identical triangles were fair ;
the proof of the properties of parallels was weak. In the Practical
part parallels were good, and bisections and triangle-making, except
the ambiguous case, were fair.
Lower Forms. — In Question 2, where perpendiculars were asked
for, medians were often drawn. In Question 3, candidates asked for a
parallel drew a perpendicular, and called it parallel. In Question 5,
asked for a quadrilateral, they drew a pentagon. In Questions 4
and 5 it was not rare to find two points both lettered D.
T rigonometry.
Failure, in very many cases, was not so much due to ignorance of
Trigonometry as to blunders in Arithmetic, in Algebra, and in the use
of logarithms. Many candidates, who could not use their logarithms
correctly, preferred to use them in the right-angled triangle problem,
which should have been solved by the tangent . This seems to show bad
teaching ; the right-angled triangle, and the problems upon it, should
be thoroughly mastered before going on to the general triangle.
Mechanics.
Senior and Junior.— In both these papers the work of the candi¬
dates is open to the same criticism— namely, that they regard the
subject as a collection of formulae instead of trying to grasp its ele¬
mentary principles. This frequently leads to their showing up an
unintelligible mass of figures without any explanation as to what the
figures represent. There seemed more confusion than usual between
“ pound ” and “ poundal.” For a practical knowledge of the subject
it is better to avoid the latter unit altogether.
French.
Senior.— The grammar was very fair on the whole, but only three
obtained full marks for the question upon some of the commonest and
most useful verbs in French. There were two who attempted the
phonetics, and, judging by the results obtained, the others were prob¬
ably well advised to take the alternative question. In composition,
many of the renderings of the “Alice in Wonderland” piece were
very good. The only surprising fault was the almost universal failure
to translate “She was about a foot high,” the constructions with
avoir and etre being muddled even by some of the best candidates.
Junior. — In general the work was poor; many of the papers
showed that the teaching had been weak— without aim and without
sufficient determination to reach a definite result. In the translation
into English there was too much wild guessing, often with a total
disregard for sense. The free composition, or translation into
French, was, in too many instances, a confusion of transliterated
English. This defect is inevitable so long as the Grammar section
shows so much weakness. Few candidates could replace nouns,
objects of the verb, by pronouns with any degree of certainty:
sentences like Je donnerai les d ltd were common. Too many candi¬
dates used simple words, like cela , incorrectly : Cela fille , cela livre,
&c., were often met with. Consequently, in attempting the transla¬
tion into French, blunders like, Est-il Henri ? Ota, il est il, or il ext
ltd (for “ Is it Henry P Yes, it is he ”) were often made ; also, Vow
etes comme grand comme Je for “ You are as big as I,” &c.
Before pupils attempt translation or simple composition, they must
know the elementary syntax rules properly, and when writing French
they must be on the alert to use them correctly. Very few candidates
showed any knowledge of phonetics. Those who attempted to tran¬
scribe their pronunciation did so, except in three or four instances, by
an improvised system of reformed spelling of their own. It should be
understood that a recognised set of symbols (preferably those of the
Association Phonetique Internationale) must be used.
Preliminary and Lower Forms. — The results were more satis¬
factory than those of the preceding examinations ; but there were still
too many failures, through insufficient vocabulary and ignorance of
grammar, chiefly in the verbs and concords. Not one candidate gave
a good answer to the question on phonetic symbols ; those who at¬
tempted it generally gave an English imitation of the sounds.
Spanish.
Senior, Junior, and Preliminary. — Grammar needs more atten¬
tion in all grades.
Welsh.
Senior. — The grammar was in no case thorough. As much
attention should be paid to the grammar of the native language
of the candidates as is given to a foreign language.
Junior. — More exercise in essay writing in the vernacular is
needed. The questions on the noun and adjective were usually
well done, but the answers on other portions of grammar were weak.
Preliminary. — The candidates attempted every portion of the
paper, and, in each section of it, showed a satisfactory knowledge of
the language at this stage.
Latin.
Senior. — The translations of the passages from set books gave
signs of careful preparation, and it was evident* that the books had
been read with intelligent interest and that more attention had been
paid to unprepared translation. The questions on accidence and
syntax were not well answered, and only a few of the candidates
acquitted themselves creditably in composition.
Junior — Vague paraphrase was often substituted for translation
of passages from the prepared books. The compulsory unprepared
translation was the weakest part of the examination.
Preliminary. — The papers showed some improvement, especially
in the composition section.
Lower Forms. — The papers were very much above the average.
Light and Heat.
Senior. — In most papers there was a fairly good account of the
grease spot photometer, but very few seemed to know anything of
the special theory pertaining to it. Neither Question 3 nor Ques¬
tion 5 brought any good answers. The construction for a refracted
ray (Question 3) ought to be known, and Question 5 deals with a
familiar instrument, in which students are usually interested. In
Heat there was no correct answer to Question 7, and very few were
able to state Charles’s law. The method used for the determination
of the latent heat of steam was described quite well in many papers,
but the calculation was usually either omitted altogether' or quite
wrong. Very little was known about vapours, and the theory of the
greenhouse (another everyday application of Physics) was almost un¬
known. The absence of convection currents is, of course, the chief
fact to be mentioned.
Junior. — Most of the candidates knew what a pinhole camera was,
Nov. 1, 1917. J
THE EDUCATIONAL TIMES.
139
but very few had any idea of the principles involved. It is essential
to show a pencil of rays which, starting from a single point on the
object, just fills the pinhole and gives a tiny patch of light on the
screen. Somewhat similar remarks apply to the question on the peri¬
scope ; the diagrams intended to show the path of rays from the object
to the eye were very poor. There were few attempts to answer the
question on convex lenses, and, although some of these were very good,
candidates were generally unable to advance any reasons for their
statements. In the Heat section, almost every candidate who at¬
tempted Question 7 stated that mercury expands more than water
(the conditions being the same in each case) — -“hence its use in
thermometers ” ! There were a number of good answers to Ques¬
tion 6 and Question 9, but Question 10 was often muddled, convec¬
tion being confused with both of the other processes of heat transfer.
It is desirable to explain that the layers [not particles) of fluid at the
bottom of the containing vessel expand and rise through the colder
and denser layers above, heating them by conduction.
Magnetism and Electricity.
.Senior. — Students at this stage should be able to make simple
calculations, yet there was no correct answer to either of the
numerical questions. Both Magnetism and Electrostatics were poor ;
for example, only one candidate knew even the qualitative meaning
of permeability — usually it was confused with retentivity. Most of
the candidates could describe an influence machine fairly well, but
there was only one good answer to Question 4 in spite of its funda¬
mental importance. The questions on current elecricity brought
better results, for, with the exception of Question 7, there were good
answers to all, especially to the question on electromagnetic induc¬
tion and to that on electroplating. The usual methods of increasing
the sensitiveness of galvanometers (with a control magnet or an
astatic needle) were not known.
Junior. — The answers were well distributed over all three
branches of the subject, showing that the syllabus had been covered
satisfactorily.
Elementary Physics.
Junior.— It is doubtful if it is logical to use an opsiometer in the
experimental proof referred to in Question 1 ; its use should be dis¬
couraged in favour of less artificial methods. Only a few really knew
what is meant by the. principle of the Lever (Question 2) ; most were
content with a description of various levers. Very few knew the moan¬
ing of “ equilibrium : ” many discoursed instead on stability and in¬
stability. The latter part of Question 7 was beyond the great majority ;
the meaning of specific heat should be taught. The candidates, ho wever ,
showed in general a knowledge of the subject of Physics which should
give them an intelligent interest in things around them even though
they do not proceed to higher stages. Their diagrams were good.
Elementary Science.
Preliminary. — Teachers should emphasise the necessity of
reasons being given ; a categorical “Yes” or “ No” is never enough.
The word “properties” (Question 3) does not seem to be under¬
stood ; most candidates who attempted this question gave instead the
constituents of sugar ( e.g ., soot and water !). Several mistook
“volume” for “area” in answering Question 5. No candidate
gave any reason for the area being half the altitude multiplied into
the base.
Chemistry.
Senior. — There were some very careless answers; for example,
ammonia gas was described as collected over water, and in the pre¬
paration of crystallised sodium sulphate it was recommended that
carbonate of soda be dissolved in concentrated sulphuric acid. The
answers to the question involving a simple calculation were generally
incorrect. The question on a metal was not well done. Many of the
candidates had evidently never attempted to prepare either black oxide
of copper or crystallised copper sulphate from copper. In many
cases it was evident that the work in the laboratory had not kept pace
with instruction in theory.
Junior. — The questions on the composition of water by weight, and
on the hardness of water, were poorly answered. The action of heat-
on various substances does not appear to have been carefully studied,
and the answer to the question on the effects produced by heating cer¬
tain substances in the air was generally incomplete. The omission of
essential practical details in describing methods of preparing sub¬
stances was too common. This fault suggests that little attention
has been paid to the practical lesson, or that interest in the laboratory
work is lacking. In the practical examination, careful observations
were made of the changes brought about by heat and reagents on the
substances supplied for experiments, and most of the candidates cor¬
rectly stated the nature of the substances.
Botany.
The diagrams of the flower were bad, but in a few cases a
sufficient attempt had been made to show that the candidates realised
what was required. The diagrams must be large ; the floral diagram
must show the arrangements of the floral organs and the placenta-
tion ; the vertical section must show the attachments of the parts to
the thalamus. In some cases a really honest attempt to understand
the subject had been made, but there was evidence of too great
a tendency to treat Botany in this examination as a subject to which
but little attention need be given. These remarks apply with equal
force to senior and junior examinations. Candidates who wish to use
the examination as a preliminary professional one must understand
clearly that a good knowledge within the limits of the syllabus is
expected.
Drawing.
Senior. — Model Drawing: Perspective of parallel lines is still
weak, and teachers may once more be reminded that in many cases
defects in this respect would be readily perceived and corrected if
candidates were trained to inspect their work at arm’s length.
Memory Drawing was very fairly done on the whole, the weakest
feature in many otherwise satisfactory drawings being the placing
and drawing of the tumbler. There was often evidence that the sub¬
ject had not been studied apart from Model Drawing.
Junior. — Model Drawing : The relative proportions of the objects
composing the group were often much at fault in various ways, the
commonest error being the suggestion of an absurdly large drawing
board. Ellipses representing circles showed some improvement in
treatment. The comment as to parallel straight lines in the report
on the Senior G-rade is equally applicable here.
Memory Drawing is not yet a favourite section, and, when chosen,
the model-drawing aspect of it was, on the whole, better managed
than the practical construction and purpose of the pincers, few of
which could have been of any use to a carpenter. The observation
of essentials is, of course, the most educationally valuable part of the
subject, which is by no means merely a corollary of drawing from
models.
Drawing from the Flat : There was a good deal of intelligent
perception of the relations between the parts of the lamp, as well
as realisation that the object was solid and circular. The chief
hindrance to further improvement is the lack of real freehand power.
Much of the line is scrappy and “ stitchy,” and heavy “lining in ”
still sometimes destroys what life may have been in the first sketch.
The chief need is to get the lines in their right places ; but freedom of
hand, which implies some freedom of arm, is of the greatest assistance
in this very matter, and should be aimed at from the beginning.
Preliminary.— Model Drawing : If it is borne in mind that the
examination in model drawing at this stage is limited to the repre¬
sentation of rectangular and circular surfaces in horizontal positions
at varying levels, and that the problem is to make these surfaces look
flat , it will be seen that their comparative foreshortening (especially
such a fact as the increasing apparent roundness of circles as they are
more removed from the eye level) should receive careful and con¬
tinuous attention and study. In learning model drawing, as soon as
some appreciation is gained of the phenomena of appearances a con¬
siderable advance is made at a bound. This is plainly shown in the
papers presented at the examination : whilst the poor drawings are
decidedly weak, the remainder are definitely of better quality, and
include a fair proportion of very satisfactory essays. There are a few
papers which give rise to a suspicion that resort has been had to ruling,
although this practice has long been forbidden.
Freehand : The example set affords an opportunity of stating the
right procedure in drawing. If the given leaf had to be carved in
stone, it is obvious that the main external forms and the leading
veins would be cut first, the serrations being made afterwards within
those external shapes. This method is equally applicable to drawing.
Thus : the large masses should first be drawn, with careful attention
to proportion and form ; the details should not be attempted until
those masses are satisfactory.
Lower Forms. — While a very fair proportion of candidates drew
the example well, a considerable number began to draw before they
began to think. It should have been evident that the mass of the
figure set at the examination closely followed the outline of a square.
The square having been drawn, the way to a good result lay in care¬
fully planning out the space which each of the large forms should
occupy.
Domestic Economy.
Some really intelligent answers were given to Question 1 on
“Proteins” and No. 2 on “Pulses.” Answers requiring practical
knowledge of house cleaning and laundry methods were mostly
accurate. In dealing with emergencies (1) an escape of gas — the
important step of turning off the gas at the meter was omitted in
140
THE EDUCATIONAL TIMES.
[Nov. 1, 1917.
several answers ; also (2) in the case of an overflowing’ cistern, onlj
a few mentioned turning off water at the main, or raising and tying
up the hall cock of the cistern, and some omitted turning on all taps
to relieve the overflow.
The Report of the Dean was adopted.
A hearty vote of thanks to the Chairman for presiding
concluded the proceedings.
By John Murray. — Walters and Conway’s Ad Limen.
By the Oxford Universitt Press. — Forbes's Browning Anthology;
Hassall’s Bolingbroke on Patriotism ; Jarvis’s Teaching of History ; Underwood
and Forbes’s Tolstoy’s Prisoner of the Caucasus ; Upcott’s Cicero’s Catilinarian
Orations.
By the University Tutorial Press. — Wyatt and Low’s Intermediate
Textbook of English Literature, Part II.
Calendar of the Aberdeen University.
Calendar of the Victoria University of Manchester.
Calendar of the University College, Cork.
Calendar of the Royal College of Surgeons of England.
THE COLLEGE OF PRECEPTORS.
MEETINGS OF THE COUNCIL.
A Meeting of the Council was held at the College of Pre¬
ceptors, Bloomsbury Square, W.C.l, on the 29th of September.
Present : Prof. John Adams, Vice-President, in the chair ;
Dr. Armitage-Smith, Mr. Bain, Mr. Barlet, Mr. Eagles,
Mr. Gregory-Taylor, Mr. Hardie, Mr. Hawe, Mr. Hay, the
Rev. R. Lee, Mr. Longsdon, Mr. Maxwell, Mr. Millar Inglis,
Mr. Pendlebury, Miss Punnett, Mr. Roscoe, Mr. Rush-
brooke, Mr. Starbuck, the Rev. Canon Swallow, Mr. Vincent,
and Mr. Whitbread.
The Diploma of Associate was granted to Lionel Archie
Davey, who had satisfied the prescribed conditions.
Prof. Adamson and Prof. Dixon were re-elected members
of the Council, to fill the vacancies declared at the last
meeting.
On the recommendation of the Finance Committee, a
donation of £20 was made to the Secondary School Teachers’
War Relief Fund, and a grant of £10 from the College
Benevolent Fund ivas made to a life-member of the College.
The following persons were elected members of the
College: — Mr. H. A. Grimshaw, B.A., B.Sc. Lond., L.C.P.,
189b Lavender Hill, S.W. 11; Miss E. B. Walker, A.C.P.,
36 Wykehurst Road, Croydon; Mr. R. 0. Wilson, L.C.P.,
Royal School, Cavan, Ireland.
The following books had been presented to the College
since the last meeting of the Council : —
By the Harvard University Press.— Brown’s How the FrenchBoy Learns
to Write.
By Heffer & Sons, Ltd.— Appleton’s Perse Latin Plays ; Palmer s F irst
Course of English Phonetics, [and Colloquial English, Part I ; Palmer and Motte’s
Colloquial French, I.
By Macmillan & Co., Ltd.— Brackenbury’s Elementary French Exercises.
By Methuen & Co., Ltd. — Griffiths’s Housecraft Science.
By the Oxford University Press.— Ash’s Colomb’s La Fille de Cariles ;
Collins’s Stories in Verse ; Elford and Heaton’s Cultivation of Allotments :
Matheson’s Education To-day and To-morrow : Mowat’s Later Middle Ages ;
Pushkin’s Queen of Spades (Russian Plain Texts) ; War Speeches, 1914-1917.
By Routledge & Sons, Ltd. — Word-Book of the English Tongue.
By the University Tutorial Press, Ltd.— Weekes’s Lamb’s Tales from
Shakespeare ; Wyatt and Low’s Intermediate Textbook of English Literature.
Part I.
By Effingham Wilson. — Osborne's Commercial Calculations, Part I.
Calendar of the Birkbeck College.
Calendar of the University of Cape of Good Hope.
Calendar of the University of Edinburgh.
Calendar of the University of Glasgow.
Calendar of the University of St. Andrews.
Calendar of the National University of Ireland.
Calendar of University College, London.
N.U.T. Report, 1917.
A Meeting of the Council was held at the College, Blooms¬
bury Square, W.C.l, on the 27th of October.
Present : Prof. John Adams, Vice-President, in the Chair ;
Dr. Armitage-Smith, the Rev. F. W. Aveling, Mr. Bain, Mr.
Barlet, the Rev. J. 0. Bevan, Mr. Brown, Mr. F. Charles, Mr.
Cholmeley, Mr. Eagles, Mr. Gregory-Taylor, Mr. Hawe, Mr.
Maxwell, Mr. Pendlebury, Miss Punnett, Mr. Roscoe, Mr. Rush-
brooke, Mr. Somerville, Mr. Starbuck, and Mr. Whitbread.
The Diploma of Licentiate was granted to Frederick
George Swan Ward, who had satisfied the prescribed condi¬
tions.
On the recommendation of the Evening Training Depart¬
ment Committee and the Finance Committee, it was resolved
that arrangements be made for a Course of Training devised
in the first instance for Teachers of Commercial Subjects, and
that the existing Courses of Lectures be made the nucleus of
the Course of Training.
A grant of £10 from the College Benevolent Fund was made
to a life-member of the College.
The following books had been presented to the College since
the last Meeting of the Council : —
By the Cambridge University Press. — Cambridge Travel Books (Dis¬
covery of America, and Earliest Voyages round the World).
ART TEACHERS’ GUILD.
RECOMMENDATIONS TO THE RECONSTRUCTION
COMMITTEE ON THE SUBJECT OF ART EDU¬
CATION.
In dealing with the problem of art education it is essential
that a very definite distinction be made between professional
art education (the training for actual art production ; the work
of the art school) and ar.t-work as a factor in general educa¬
tion (the work of the ordinary school, whether primary or
secondary).
The purposes and methods of these two branches of art
education are necessarily different, inasmuch as the art school
deals with adults voluntarily devoting their whole time, or a
large part of it, to the study of art as a profession ; whereas
the ordinary school deals with the immature child, as one of a
school class or form, and the art- work is only one of the factors
employed for his complete education, the time devoted to it
being but a small fraction of the whole.
It is with this latter branch of art education that the Art
Teachers’ Guild is chiefly concerned, and desires to make the
following recommendations to the Reconstruction Committee
when dealing with educational reform : —
The highest aim of education being the formation of char¬
acter, great importance must be attached to those studies
which foster the finer feelings and lead to the appreciation of
what is fitting and worthy in life. Of these, art, in all its
many and varied aspects, exerts an influence from the earliest
years, whether as a source of msthetic pleasure or as a means
of recording impressions, and, if general education seeks to
secure the all-round, balanced development of a child’s nature,
the cultivation of the msthetic facultj* cannot be neglected.
Art-work, therefore, should be included in the curriculum of
every school.
To provide opportunities for the exercise of the sesthetic
faculty should be the aim of all art-work employed as a factor
in general education, whether in primary or secondary schools.
The acquirement of technical skill should be the outcome of a
desire(on the part of the child for a fuller power of expression,
whether of observed facts or of ideas, and not be an object in
itself. To cultivate appreciation, both of art and Nature,
rather than actual power to produce, should be the chief con¬
cern of those responsible for the teaching.
To accomplish this aim the work should include colour,
modelling, imaginative drawing, design and craft work,
drawing from Nature, and other objects, both directly and
from memory.
Imaginative drawing and illustration should form a large
part of the work of the youngest classes, and should be carried
on as long as it shows spontaneity and originality.
Colour should undoubtedly enter into the work from begin¬
ning to end. It is, perhaps, the best means of all for develop¬
ing the aesthetic faculty, and affords constant opportunities
for exercising the power of selection.
Modelling in clay or plasticine is valuable in that it develops
both appreciation of form and the sense of touch, and appeals
to the constructive impulse.
Design should be commenced at an early stage and con¬
tinued throughout the course, always in conjunction with
some form of craft. Drawing and colour are thus united with
measurement and construction, and scope afforded for the
creative powers. Further, the principles which underlie all
artistic work are thereby demonstrated, and the pupils enabled
to form standards, by which they may afterwards judge archi¬
tecture, domestic decoration, dress, furniture, utensils, posters,
printing, &c., whether as producers or consumers.
The representation of form will enter into any scheme, but
i the subjects chosen should appeal to the child sufficiently to
Nov. 1, 1917.]
THE EDUCATIONAL TIMES.
141
secure his interest and ensure the utmost degree of accuracy of
which it is capable ; therefore subjects should be taken from
Nature as often as possible.
The power of visualizing is of great value, and may be cul¬
tivated by regular practice in drawing from memory and
imagination.
Every opportunity should be taken to correlate the art-work
with other subjects in the curriculum. Science, geography,
history, as well as manual work, such as woodwork and needle¬
work, benefit both directly and indirectly from the art-work,
but as' a means of developing the {esthetic faculty it may be
associated with literature, music, dancing, and acting.
The varieties of art-work in schools are numerous, and
qualified teachers should be allowed considerable freedom in
the choice of the means they employ. The teaching, however,
should always be either in the hands of a properly qualified
person or under his or her immediate direction. (This is not
the case at present in the majority of primary schools.)
At present, conditions of accommodation, available time,
size of classes, equipment, too often hinder the effectiveness
of the work. In every school a special room should be pro¬
vided and equipped for the art-work, even though some classes
ha.d still to be taken for certain kinds of work in ordinary
classrooms. Each pupil should have at least one hour and a-
half a week of art-work. The number of lessons given by
any teacher should not amount to more than twenty-five hours
a week.
Considerations of space and preliminary preparation neces¬
sitate that classes for art-work, as for practical work of all
kinds, should be smaller than for lessons such as arithmetic
or languages. Twenty-five is generally found to be the largest
number that one teacher can adequately deal with. Assistance
should be provided where this number is exceeded.
The material and means supplied for the art-work must be
of such a quality as to give satisfactory results.
The collection of pictures and objects of art interest should
be of as much importance as a school library or museum.
Where accessible, museums, galleries, and private collections,
as well as architectural features of the neighbourhood, should
be made full use of in connexion with the art-teaching. The
system of loans to art schools by museum authorities might
well be extended to ordinary schools prepared to make proper
provision for their care.
The inclusion of art-work in the school curriculum, and its
continuance to the end of the school course, should not be de¬
pendent on the requirements of outside examinations, as is too
often the case at present, but should be determined purely on
the grounds of its educational value, and made obligatory in
all State-aided and State-inspected schools. Its inspection
should be entrusted only to those conversant with the edu¬
cational bearing of the subject, and not merely with its tech¬
nical qualities.
Specialization is, or should be, outside the scope of general
education, but, in a secondary school, any pupil possessing
sufficient artistic skill should have the opportunity to include
art-work among the subjects taken for a general examination
at the end of his or her school career.
Scholarships for the study of art should be provided equal
in value to, and offering the same facilities as, those awarded
for college and University training.
In primary schools boys and girls showing special talent
should be allowed, as at present, to attend special schools,
where better opportunities can be provided to develop these
abilities with a view to their future application to some special
craft, but this should never be permitted at any sacrifice of
their general education.
There is one region where the interests of professional art¬
training and the art-work of schools overlap, and that is the
training of teachers for the latter. Inasmuch as teaching
ability is as important as artistic ability, their training should
either be the work of the training college, adequately equipped,
or else the joint work of the training college and the school of
art, both incorporated in a University scheme. At present
the Board of Education offer no suitable certificate for art
teachers in secondary schools, a defect requiring immediate
remedy.
Reciprocal advantages would be derived were arrangements
made for such teachers in training to assist with the art-work
of approved primary and secondary schools under the direction
of the regular art teachers, such practice work to be recorded
and counted as part of their training.
Another aspect of art education is the cultivation and foster¬
ing of public taste in art matters. Local Education Author¬
ities, in co-operation with qualified individuals and organiza¬
tions, should promote exhibitions not merely of pictures but
of crafts, industrial design, architecture, and so on, and
arrange for courses of lectures in connexion with these.
We would specially urge upon the attention of the Recon¬
struction Committee the need for controlling public adver¬
tisements, both as regards their form and content, as well as
their display. In these lie very great possibilities for raising
and lowering the standards of public taste. Powers might
well be granted to Local Authorities to form Committees of
Public Taste, which, if they could not arbitrarily restrict the
liberty of the individual, might at least establish “ Model
Hoardings,” and offer advantageous terms to those prepared
to submit their posters to appointed judges.
ADVANCED COURSES.
On the subject of “ Advanced Courses ” in secondary
schools, Mr. Fisher writes to Mr. Wynne-Edwards as fol¬
lows
I was very glad of the opportunity of hearing the views
upon our new Regulations for Advanced Courses in Secondary
Schools, put forward by the deputation from the Incorporated
Association of Head Masters, which I received on July 12. I
hope I am not mistaken in the belief that I was able on that
occasion to remove certain misapprehensions on the subject,
and to allay in some degree the anxiety that was evidently
felt by some members of the deputation about the effects of
our proposals. I think, however, that it may be useful that I
should, at the risk of repetition, make a few more observations
on the points raised by the deputation.
The deputation appeared to me to be concerned in the main
about two points in the scheme : (a) The position of schools
which may fail at the outset to obtain recognition for any ad¬
vanced course, and the serious danger that the process of
organization involved in the scheme would make it even more
difficult for them to make good a claim to recognition here¬
after than it would be in the first instance ; and ( b ) the diffi¬
culty of working a general system of transfer of pupils in
view of the history and traditions of our secondary schools,'
and the importance so justly attached to their corporate life
and the training of character.
I wish, in the first place, to ask you and your colleagues to
believe that the Board of Education (and the officials respon¬
sible for the administration of the regulations as much as
myself) are, and have been, fully conscious of the difficulties
to which you refer, and are impressed with the need for an
experimental treatment of the subject. We are, however, con¬
vinced that in its broad features our plan is the best available
for dealing promptly with the very inadequate provision now
existing for advanced work in secondary schools, and that,
broadly speaking, concentration of this provision in selected
schools is called for especially by the inadequacy of the supply
of teachers with high qualifications — an inadequacy which it
must take some time to remove.
On the other hand, the Board, while believing some degree
of concentration and selection to be essential, will be grievously
disappointed if the result of the new regulations is not to pro¬
duce a large and rapid increase in the number of schools pro¬
viding advanced courses, and especially in the number of the
new municipal schools developing in this direction. They
recognize that the deputation put its finger on a real and
serious problem in drawing attention to the difficulty a school
might have in future in working its way to recognition as a
school for advanced work ; but the problem does not seem to
me to be at all an insoluble one. It undoubtedly will call for
great watchfulness on the part of the school authorities, and
of the Board’s Inspectors ; and, above all, it will depend upon
an active and cordial co-operation between the Board and Local
Authorities, and a real desire to look out for and encourage^
local demands and aspirations for improved opportunities.
142
THE EDUCATIONAL TIMES.
[Nov. 1, 1917.
Your Association, and others who have already warned us of
the danger to be anticipated, will also help by exercising a
similar watchfulness in the future. Meanwhile, it is important
that the probable effects of the regulations should not be
miscalculated or exaggerated. Our recognition of advanced
courses will be confined to cases in which continuous and
organized provision can be made for them, but it is no part of
our plan that schools which cannot provide such courses
should abandon all advanced work for individual pupils. Still
less that they should cease to make provision for pupils who,
though remaining at school well beyond the normal age for
entering an advanced course, are for various reasons not fitted
to profit by admission to such courses. Our plan for advanced
courses has an obvious connexion with our plan for the better
ordering of secondary-school examinations. Approved ad¬
vanced courses will, very properly, lead up to the second
examination under that plan ; but it is certainly not our view
that pupils who are at any schools, especially schools in rural
areas which cannot maintain an advanced course, should be
restrained from entering for the second examination.
On the subject of transfer of pupils I hope I made it clear
to the deputation that the Board, while maintaining that
some system of transfers is ultimately involved in a scheme
of secondary studies based on the principle that it is im¬
possible to expect every school to provide all the advanced
courses for which some provision should be made, are, at the
same time, convinced that the principle of transfer can only
be applied very gradually and tentatively. They recognize
that it is impossible to lay down arbitrary rules about the age
of transfer, which may reasonably differ in different courses
of study. At starting, and for some time after, in many
areas the system can only be worked on a very small scale.
In large towns, where there is a fair choice of schools
accessible to day pupils, and in which an economical dis¬
tribution of advanced courses ought to be attainable with
comparative ease, the difficulties of transfer ought not to be
very serious, and it ought to be possible for schools in such
areas to learn to look upon themselves as members of one
family. At the other end of the scale, it appears to me that,
in areas with small populations and small schools, there must
continue to be a deplorable waste of ability and talent unless
means of transferring pupils to schools in which they will
get the best chance of development can be provided. I see
no reason why a system of transfer should not come to be
worked in such a way as to be a source of interest and pride
not only on the part of the school to which a boy or girl
of marked ability is transferred, but also on the part of the
school from which the tranfer takes place. I need not add
that it is no part of the intention of the Board to press the
transfer of individual pupils from school to school against the
advice of their head teachers or the wishes of their parents.
The Board will mainly be concerned to satisfy themselves
that facilities for transfer are provided, and that reasonable
arrangements are made for co-operation between schools in
this respect, and must leave it to the judgment of those more
closely concerned to determine how far the interests of a
particular pupil would be served by transfer to another
school.
Tn connexion with both of the points on which I have
offered these observations, I assure you I am sensible of the
great value attaching to the vigorous corporate life of the
individual school, and of the importance of treating it as
a living organism ; but I also hold strongly the opinion that
this view is not incompatible with the view that the in¬
dividual school has also its function as part of a larger
organization, and that all of us who are working in the field
of education are bound to face the problem of reconciling
the two. We cannot, either administratively or financially,
improve our schools without a careful consideration of the
needs of particular areas as a whole, and without full co¬
operation with those whose special duty it is to have regard
to them. Too little organization is as inimical to progress as
too much, and organization of any kind must involve, in
some degree, differentiation of function. I am confident that,
if wre face this problem in the right spirit, wre have a far
better chance of doing the best for pupils and teachers on
the lines we have suggested than by a wider diffusion of our
limited resources in the attempt to secure to every school an
equal chance of doing every kind of work.
THE REVISION OF SPELLING.
By Alfred P. Graves, M.A.
(Late H.M. Inspector of Schools.)
English spelling is perhaps the greatest difficulty in our
early education, owing to its extremely anomalous character.
This apparent lawlessness, by which the spoken does not follow
the written sound, is of course due to the retention upon the
printed page of letters and collections of letters now either
dropped in our speech or pronounced differently from what
they were. The retention of misleading letters is to some
extent valuable on historical grounds, but makes it most diffi¬
cult to teach children or foreigners how to learn to read Eng¬
lish ; and, it may be added, it is doubly difficult for foreigners.
It may be asserted that a child of average ability will take
four times as long to learn English, as at present spelt, as it
would take him to learn it as spelt on the plan proposed by the
Simplifyd Speling Sosyeti. German children learn to read
their phonetic language in about a year, and, once they have
mastered it, it is theirs for ever. Mr. Robert Lowe, when he
was Minister of Education, said he never could get a sixth
standard boy to read decently to him, and in my thirty-five
years’ experience as a Government Inspector of Schools I can
say that, although I found scholars who had been obliged to
spend from six to seven hours a week in learning to read
English in the lower classes of our elementary schools, I have
rarely been completely satisfied by the performances of even
seventh standard scholars. No doubt their unsatisfactory re¬
sults are in part due to the overcrowding of the curriculum
with other subjects in the upper classes, and the necessary
limitation of the time for residing there. But the fact remains
that, in order to acquire reading of the right kind, an undue
proportion of the time, already short enough, allotted for
elementary education must be taken up in order to teach a
child to read and, let me add, spell satisfactorily. And here
let me say that spelling has been allowed to go by the board
to a large extent, it having been felt that more time had been
given to it than could be reasonably spared from other more
important subjects.
Indeed, the difficulty in teaching reading and spelling has
been made manifest by the manifold methods employed in
dealing with them. Thus we have the old-fashioned alphabet¬
ical method, by which the names of letters are used in spelling
in an absurdly illogical way ; thus, p, i, g, which should spell
“ peige,” spells “ pig,” and c, a, t should spell “ sate.” This
irrational method, under which most of us have suffered, is
giving way to phonic methods, by which whatever phonetic
basis there is to the language is first drawn upon, irregular
words being afterwards gradually introduced. Perhaps the
best form of phonic teaching is that inaugurated by Miss
Nellie Dale ; but she does not profess to teach reading rapidly,
and therefore much time is still lost under it. Then there is
the “look and say” method, which teaches reading through
the eye, not the ear ; and the eclectic method, advocated by
Prof. Meiklejohn, a combination of the “ look and say ” and
phonic methods. None of these, however — not even Prof.
Sonnenschein’s ingenious, but unnatural, system — has tri¬
umphed over the obstacles created by our difficult system of
spelling. Here it may be stated that German, though already
a practically phonic language, has recently had its spelling
further simplified, shedding all redundant letters in order to
make the teaching of reading and writing as simple as pos¬
sible. Is not this a good example for us, provided by the
people who are our most formidable rivals intellectually, com¬
mercially, and navally ?
But how are we to effect this change, and what line is it
to take ? Pi’of. Ripman has explained that the scheme of
the Simplifyd Speling Sosyeti is a reasonable compromise
between a purely phonetic system of spelling and our present
system, or want of system. I have given this plan my
careful personal consideration and must confess myself an
adherent to its general principles, with, perhaps, slight
modifications into which I cannot now go. Its advantages
are that it will not only enable children to learn to read and
Nov. 1, 1917.]
THE EDUCATIONAL TIMES.
143
spell much more rapidly, and pronounce more correctly, but
that it will help in the teaching of shorthand ; not render it
necessary to throw over our existing founts of type ; make it
easier, through phonic teaching, for children to acquire con¬
tinental languages ; and, above all, by making the English
£ v?Ua^e- a P^on^c one f°r foreigners, give it the opportunity
of becoming more and more a world language. But how is
this great reform to be introduced P Obviously, by the Board
of Education, and not necessarily in the first instance by
compulsion. Let its effects be tested against the present
system by capable teachers in different parts of the United
Kingdom. When these are proved superior to those of
former systems, let it be taken up generally in the infant
schools and carried right through the school course.
If it is objected that you will have two systems of spelling
in vogue — our present system and a new system coming up to
take its place— the natural reply is that those who have learnt
on the old system will continue to read books printed by its prin¬
ciples, and that these therefore will be very gradually ousted
from the book market, and will always remain in libraries
for consultation by those interested in earlier spelling on
historical and etymological grounds. But here let it be said
that the simplified spelling will reveal as well as obscure the
derivation of words, more especially their Teutonic origin, as
shown for example by the word “mother,” which will come to
be “ muther,” more closely connecting it with the German
Mutter than the present “ mother.” The only formidable
difficulty in the way of this reform will be the obtaining
of a consensus of opinion upon the correct pronunciation of
English by the English-speaking peoples, for we must join
hands with the United States in this matter as that country
is, I believe, prepared to do. The easiest way out of the
difficulty is to realize that for the present a variety of pro¬
nunciations of the same word may, for the time, be accepted.
The pronunciations of the JSTorth and South of England will
have to be reconciled, or, in some instances, tolerated
together.
Certain letters which, according to Horne Tooke, are apt,
like soldiers, to drop off in a long march, will have to be
saved as they are saved in Scotland, Ireland, and the
U.S.A. — i.e., the letter h after w, the final g, and the final r ;
and, generally, an arrest must be made of the absence of tone
in the pronunciation of our vowel sounds, which is depriving
our language more and more of its vocal beauty.
OVERSEAS.
Twelve and a-half million dollars have been set aside by
the municipality of New York to extend the Gary Plan in the
city, half of this sum to be expended on new buildings. It
will be remembered that the Gary Plan consists in an arrange¬
ment by which the school buildings are in use all the time,
morning, noon, and night, the school work being organized
in such a way that schools can accommodate twice the number
of pupils possible under the ordinary scheme, which demands
“ a seat and a desk ” to be always at the disposal of each
pupil. Teachers at first fought shy of the Gary Plan, because
it appeared to be founded mainly for the purpose of lessening
the cost of education. But it won its way, and everything
seemed to be progressing well. Suddenly the Plan was
attacked by that sinister organization known as “ Tammany.”
To be sure, there is something comic in Tammany taking an
interest in education. But any stick will do to hit an enemy
with, so, for want of a better issue, the school situation has
become the centre of the cyclone of the mayoralty campaign.
In England we sympathize with whoever happens to be the
Minister of Education because he is so hampered in his work
by political considerations. But, after all, what we suffer
from here is a trifle compared with what is now happening in
New York. We congratulate Mr. Fisher that he is opposed
by merely stupid and selfish and unimaginative men, who
fight fairly and are honest according to their lights. A Judge
H$dan is fortunately an impossibility in our educational
politics.
It is interesting to find in the Milwaukee Journal an
indictment of the German system of education. Not only is
Milwaukee practically a German city, but the author of the
article, Prof. Paul Hanus of Harvard University, was himself
born in Prussia. No one appreciates so clearly the evils of
the Prussian system as those who know it well without
having been ruined by it. Prof. Hanus’s charge is that the
system has the deliberate aim of stifling self-reliance. “ The
effect of the educational system in Germany is to train the
masses to be docile subordinates, and intellectually to train
them only to the point where they recognize their dependence
on the classes. Their condition is not unlike that of the
slaves in slavery times in the United States, with the
exception that, while the slaves had no adequate conception
of their dependence on their masters, the German masses are
trained to a full understanding of their dependence on the
classes.” The elementary schools are deliberately used to
produce a limited outlook and a dependent attitude. To one
who has had merely an elementary education there is no
career open. He must always be content with a wage-earning
occupation, and his wages are small. The course is further
arranged so that it is practically impossible for a child who
has begun on the elementary course to pass over into the
secondary. Such a transfer is not unknown, but for all
practical purposes the secondary and elementary sides are
separated like watertight compartments. The success of the
Germans in realizing their scheme of subordination by educa¬
tion is proved by the state of public opinion in the Fatherland,
compared with what is found in Milwaukee where the stock
is the same, but differs in having had a democratic education.
Prof. Hanus concludes by maintaining that German education
is antagonistic to democratic ideals, and should get no en¬
couragement in the United States.
In England we think we do very well when we have a Con¬
ference on Educational Ideals which gives a whole set of
meetings to the consideration of educational experiments.
But in New York City they have a permanent Bureau of Edu¬
cational Experiments, at 70 Fifth Avenue. One of its latest
activities will interest Miss Margaret Macmillan, for it
consists in the establishment of boys’ camps in connexion
with farm work. The problem of the street corner boy
during the long summer days of the vacation is a serious one
for the city authorities, and the need for labour is getting to
be an equally serious one for the farmers in these war times.
So the Experimental Bureau cancels out the two needs by
providing camps at suitable centres where the boys can live
the half romantic camp-life they love, while spending the
major part of the day in the useful routine of a farm. The
farmers get their work done at a moderate cost, the boys have
a good time and get a valuable training, the country gets an
increased food supply. This looks like one of the successes
of the Bureau.
In view of the proposed continuation schools in England
during working hours, some interest should be aroused in
a scheme for part-time education now developed at Akron.
Two Tyre and Rubber Companies have established thirty
scholarships at the Municipal University, which will cover ail
tuition, incidental and laboratory fees. The scholars are
assigned to a course upon the co-operative basis, working
alternate two-week periods in factory and college. Each
student receives from the factory employing him the sum of
37| dollars for each two-week period during which he is
employed, and at the end of the four-year course the graduate
will have the opportunity of a permanent position in the
organization in which he has been trained. There does not
appear to be any condition that candidates must enter the
service of the firms with whom they have learnt their
business. The Tyre and Rubber Companies rely upon the
attractions of their service, and upon the fact that special
preparation will give a strong bias towards their line of
work. American educators approve of the scheme, inas¬
much as it offers the opportunity for a high-school graduate
to procure an education practically without expense to
himself, and they point with approval to the example of
the government institutions at West Point and Annapolis.
Can ws point with the same satisfaction to Sandhurst and
Dartmouth? There are great possibilities latent in Mr.
Fisher’s modest beginning of eight hours a week.
144
THE EDUCATIONAL TIMES.
[Nov. 1, 1917.
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SCHEMES OR SOULS?
At the present time, more perhaps than ever before, it is
possible to arouse public interest in education. But this
interest is directed in the main to two aspects. In the first
place, and most conspicuously, loom the administrative
questions concerned with the provision of educational oppor¬
tunity, the supply of teachers, grants of public money, and
the relation of local bodies to the central office. The second
aspect that draws public attention is concerned with the
curriculum : numerous resolutions are passed and numerous
letters are written to the newspapers on such subjects as the
teaching of science and classics, and the inclusion of manual
work in the time-tables of elementary schools. Less fre¬
quently do we hear in newspapers of the study of the child
who is to be operated upon. A memorandum recently issued
by the Child Study Association comes as a useful corrective.
It is quite true, as Prof. John Adams who writes a preface to
the memorandum points out, that “ our people take a very
practical, not to say utilitarian, view of the matter, and care
more for results than for processes.” But teachers are bound
to observe processes, and the more far-sighted members of
education committees want to know what educational science
has to say on the subject.
The second section of the Memorandum deals with Child
Study and Experimental Psychology and their Influence
upon Education. Of this part Prof. Adams says : “ This
section should appeal strongly to the professional teacher,
and, be it whispered, professional teachers are not always, in
these matters, greatly in advance of the plain man. Among
them in the past there has been a regrettable lack of interest
in just such things as are here treated. Teachers who, in
reading this section, find themselves quite at sea, must take
thought and mend their ways of regarding their professional
responsibilities. But those who, while following the general
drift, come across things they did not know before, and do
not now completely understand, may take heart of grace.
For the treatment here is technical ; the subject-matter is
brought up to date, and represents the present state of know¬
ledge on the subject. Not every teacher can keep quite
abreast of all the scientific developments of his profession ;
but all teachers should be anxious to profit by such a clear
and accurate statement as is here presented.”
The section to which reference is made is too long to quote
in its entirety, but a few extracts may be helpfully given.
146
THE EDUCATIONAL TIMES.
[Nov. 1, 1917.
“ The influence of child study and experimental psychology,”
says the memorandum, “ upon the work of the school has
been positive and definite, although indirect rather than
direct. Their effect has been to foster and encourage fruitful
experiments in educational reform by supplying them with
scientific justifications. Above all, they have demonstrated
that only upon a careful and scientific study of child nature
can a sound and successful method of education be built.”
The personality of the child receives greater respect now
than in previous times. We are endeavouring to give the
individual teaching and treatment necessary in each case.
But, before teaching can be adapted to the individual, the
individual’s needs and capacities must first be diagnosed.
There are two ways in which this diagnosis can be carried
out : first, by observation, and, secondly, by experimental
tests. Scientific tests of intelligence have been devised by
Binet, Spearman, Burt, and others, and are now used by many
teachers to enable them to gauge their pupils’ powers. The
result of these scientific studies is that “ the subjects taught
and the methods of teaching have considerably changed
during recent years. In the more progressive types of
schools several broad tendencies may be observed. All owe
their acceptance in part to the results of child-study in the
broader sense.”
This section of the Memorandum then proceeds to point
out the general direction of the changes : “ Far less emphasis
is now laid upon the disciplinary value of subjects, and upon
subjects whose value is almost wholly disciplinary. Follow¬
ing in the steps of a series of American investigators, Winch
and Sleight in this country have shown very clearly that
practice in one kind of activity produces improvements in
other kinds of activities only under very limited and special
conditions. The whole conception of transfer of training is
thus changed, or (as some maintain) destroyed, and the
earlier notion of education as the strengthening, through
exercise, of certain general faculties has consequently been
revolutionized.” On this point the Memorandum is very
emphatic and usefully so. Much effort is needed to overtake
and wipe out the results of an erroneous mode of thought.
The earlier view — that the mind was divided into so many
faculties, and that when each faculty had been trained by the
study of the appropriate subject the child was educated — -is
now seen to be incomplete.
The Memorandum continues : “ There is a tendency to select
subjects and methods of teaching rather for their material
than for their general value. Education is directed not so
much towards the general training of abstract faculties — ob¬
servation, memory, reasoning, and the like — through academic
exercises, but rather towards the acquisition of specific mental
habits and attitudes useful in dealing with specific types of
subject-matter ; and the acquisition of these habits and atti¬
tudes is induced by exercise upon subject-matter as nearly as
possible the same as that with which the habits and attitudes
will have to deal in later life.”
It is, perhaps, fair to say that nineteenth-century education
was mainly concerned with the intellect. So far as school life
was concerned, the emotions were repressed, and knowledge
was set above will-power. “ Recent child study, however, has
emphasized the importance of the motor and of the emotional
aspects of the child’s mental life — in a word, i.e. conation, as
distinguished from cognition. As a consequence, the theory
and practice of education have assumed more of the pragmatic
character which has characterized contemporary philosophy.
. . . Upon these grounds, handicraft should now find a place
in every school curriculum. It will be inserted both for its
own sake and for the sake of its connexion with other sub¬
jects, whether they be subjects of school life, of after life, or of
human life generally. As a result of child study, more atten¬
tion is now being paid to the emotional, moral, and msthetic
activities.”
The Memorandum tells us that certain forms of mental in¬
efficiency in later life, such as hysteria, lapses of memory, and
shell-shock, may be traced to the repression of emotions in
early life. This enforces the claim for greater freedom for
individual effort and initiative. Internal discipline is sub¬
stituted for external, and “ the predetermined routine de¬
manded of entire classes is giving waj to the growing recog¬
nition of the educational value of spontaneous efforts initiated
by the individual, alone or in social co-operation with his fel¬
lows. In appealing for greater freedom still, the new psycho¬
logy is in line with the more advanced educational experiments,
such as the work done by Mme Montessori and the founders of
the Little Commonwealth.” “ The ideal curriculum would
consist largely of life-sustaining occupations, with more and
more intellectual studies grouped round them. Children
should go to school to do necessary (and therefore to them
interesting) work, as well as to satisfy intellectual curiosity.
Such pursuits also supply moral and spiritual training.”
The section of the Memorandum from which the passages
quoted above are taken ends with this summary of the value
of the work done by investigators into child psychology:
“ But of all the results of child study perhaps the most valu¬
able is the slow, but progressive, inculcation of the whole
teaching profession with a scientific spirit in their work, and
a scientific attitude towards their pupils and their problems.
Matter taught and teaching methods are no longer exclusively
determined by mere tradition or mere opinion. They are
being based more and more upon impartial observation, care¬
ful records, and statistical analysis — often assisted by labora¬
tory technique — of the actual behaviour of individual children.’
MR. FISHER’S DEBUT*
Mb. Fisher’s first speech in the House of Commons was a
great parliamentary success. He made it on introducing the
Education Estimates for the year. He struck a note which
appealed to public sympathy. “ One might have imagined,”
he said, “ that the war would have so occupied and exhausted
the mind of the country as to leave room for no other thought.
But this has not been the case. The war has had the very
opposite effect. This great calamity has directed attention to
every circumstance which may bear upon national strength
and national welfare. It has exhibited the full range of our
deficiencies and it has prompted us to take stock of all the
available agencies for their improvement.” He noted also that
the Trade Unions are demanding educational reform and that
many of the most enlightened employers and manufacturers
are actively promoting it. It is new in the experience of this
country to find so large a consensus of opinion in favour of
the view that a widened and deepened general education, open
to all classes of the community, is needed in the interests of
our common citizenship, apart altogether from its bearing on
industrial and commercial enterprise. He made a rough esti¬
mate of the total expenditure of England and Wales upon all
forms of school and college education. Adding the sum of fees,
voluntary gifts and endowments to what is contributed out of
local rates and Government taxes, he arrived at a total of about
forty millions a year.
In a passage which has been much quoted, he pointed out
that this large sum of money is less than twice the value of our
annual national expenditure on tobacco, and only about one-
quarter of the value of our annual expenditure on alcohol;
that it is only eight times as much as we spend on oranges
and bananas, and four times the value of the estimated saving
which the country has been able to effect through the partial
substitution of margarine for butter. He boldly and rightly
claimed that education was a form of productive expenditure.
“ The question is not so much whether we can afford to spend
the money as whether we can afford not to spend it.” As,
therefore, he was about to ask the House of Commons to
pledge itself to a large additional expenditure on public edu¬
cation, he admitted the fairness of the question whether the
country was getting at present full value for its present ex¬
penditure. No one, he said, could pretend to doubt, after a
comprehensive view of the subject, the very real effect which
our system of popular education has had in the improvement
of morals, in the refinement of taste, and in the development
of the skill, knowledge, and intelligence of our working popu¬
lation. “ The period since 1870 has been accompanied by a
marked decrease in crime. Illiteracy has been reduced to the
point of insignificance. The habit of reading good books has
been widely extended, and during the past decade there has
been a very substantial measure of educational progress.”
* From Indian Education.
Nov. 1, 1917.]
THE EDUCATIONAL TIMES.
147
Whatever test you take, he said, there has been a very marked
and clear advance. Some will say, perhaps, that this is an
advocate’s statement, all the more persuasive because not
over-emphasized. There has certainly been in the last fifty
years an extraordinary change in the outlook of the British
people. There has been what one might call a deliquescence
of certain fixed ideas, whether of principle or of prejudice.
Economic conditions have undergone so great a change that
society has been adjusting itself to new requirements. Some
virtues which were of pre-eminent importance have lost a little
of their old prestige. New excellences have become very pro¬
minent. New defects are displayed. It is very difficult to
say what is the net result after striking a balance of these
immense changes. Still more difficult is it to assign to edu¬
cation — at least, to that part of education which is given in
schools and colleges — an exact share of the credit for what
has improved, or of the blame for what has become impaired.
But it is satisfactory that the President of the Board of Edu¬
cation feels justified in declaring that there has been a marked
and clear advance.
The experience of the war was adduced by Mr. Fisher as
confirming this judgment, especially with regard to the
value of the work of the elementary schools. “ An
immense army has been suddenly formed out of volunteers
and has proved itself, in a very short space of time, the match
at every point for the forces of the first military nation in
Europe. It is an army mostly recruited from the elementary
schools. This sudden and brilliant military improvisation
could never have been achieved if we had been working upon
the basis of a population entirely uneducated. This wonderful
achievement implies trained powers of assimilation, the in¬
structed conscience, the well directed will, and an instinct for
good conduct. And when we consider that the enemy is divided
from us by the obstacle of the sea and that we have had every
reasonable security for hearth and home, the great English
Crusade is found to imply qualities of imagination and ethical
feeling as well.” He quoted from a letter written by an officer
in a Lancashire regiment in the year 1915-16 :
The second- and third-line troops could never have been raised
and trained in the time they were but for the public elementary
schools. In many cases the first two lines absorbed all the trained
material there was, and the commanding officers of the third line
had actually to “ make ” officers, non-commissioned officers, and men,
the last two almost wholly from the products of the public elementary
schools. The instruction of the men was greatly helped, by their
intelligence. Scouting, outpost work, bombing, trench raiding, &c.,
required not only native intelligence, but also the ability to write in
plain, unmistakable English a short message, on which much may
depend. We had no Army schools for our men, nor any time to
spare for instruction even if we had. Consequently we were wholly
dependent on what the public elementary schools sent us.
He quoted also from an officer in the Navy, the commander
of a light cruiser flotilla, manned almost entirely by hastily
levied hands from the merchant service or from ordinary civil
employ. This letter said :
The way these fellows picked up the job seemed to me perfectly
marvellous. There is something in your Board-school education
after all.
But Mr. Fisher continued : “ In education almost every¬
thing depends upon the personal element. If the teacher is good,
if he is thorough in his work, fond of children, alert, under¬
standing, sympathetic, firm, and yet good humoured, success
is secured. If the teacher is bad, the most costly buildings
and equipment will not redeem your educational system from
failure.” He said that, on the whole, we had been remarkably
successful in the teachers obtained for our State-aided and
State-provided schools, having regard to the slender re¬
muneration which has been offered to them. There were,
of course, varieties of quality. “ Every teacher is not a
paragon. Some have no gift, others little industry, and, like
every long-service profession, the teaching profession shelters
men who have outlived their zest and appetite for work.
But how vivid and encouraging is the contrast between the
average teacher of to-day and the men described by Macaulay
in the House of Commons in 1847 :
The refuse of all other callings, discarded footmen, ruined pedlars,
men who cannot work a sum in the rule of three, men who cannot
write a common letter without flaws, men who do not know whether
the earth is a sphere or a cube, men who do not know whether
Jerusalem is in Asia or America.
Macaulay exaggerated. There were in his time noble-
minded and experienced teachers. His description of the
educational service of the country was grotesquely unfair.
Nevertheless, during the last seventy years, there has been
an extraordinary improvement. The work of the schools has
been more standardized, the profession has found itself. And
then Mr. Fisher turned to the need for great and immediate
improvement in the financial position and prospects of the
teaching profession. “ The first condition of educational ad¬
vance is that we should learn to pay our teachers better. If
we do not take this step, we shall not be able to keep the pro¬
fession at its present level in numbers and quality. Still less
shall we be able to extend its sphere or to deepen its influence.
And steps should be taken now if the fruit of the investment
is to be reaped after the War. A teacher cannot be educated
and trained in the twinkling of an eye, and we must make the
profession more attractive now, in order that young people
may be tempted to enter forthwith on the comparatively long
course of education and training which is the necessary pre¬
liminary for work in our State-aided and State-provided
schools.” He said that he had heard the remark that teach¬
ing is a vocation and that the money wage does not matter.
He admitted that a very large number of men and a still
larger number of women do enter the teaching profession
actuated by something akin to the missionary spirit. But the
annual supply of recruits needed by the teaching profession
is nine thousand. “We cannot depend upon an annual supply
of nine thousand missionaries, content to endure a hard,
narrow, and stinted existence for the sheer love of teaching.
In every large profession you must rely on economic motives
to some extent for your recruits, in the teaching profession
less than elsewhere perhaps ; but even teachers are human.
It is essential to a good scheme of education that teachers
should be relieved from perpetual financial anxieties and that
those teachers who marry should be able to look forward to
rearing a family in respectable conditions. An anxious and
depressed teacher is a bad teacher ; an embittered teacher is
a social danger.”
Would it be best, then, Mr. Fisher asked, that the State
should pay the teachers direct ? He said that he had con¬
sidered carefully this solution of the problem. He found it
to possess many clear recommendations. If the State were to
salary the teachers, the inequalities which at present exist
between the salary scales in different areas would disappear.
There would be a general scheme of increments and of pro¬
motion throughout the country. Rural schools would be
better served. Available teaching ability would be dis¬
tributed by the State in such a way as to secure a degree of
equality of opportunity as between urban and rural districts
which, under the present system of decentralization, it was very
difficult to secure. He did not “ fear the enslavement of the
public intellect through a corps of State teachers, because, do
what we will, we can never make a German out of an English¬
man, let alone out of a Welshman.” But he held that the
establishment of the teaching profession as a branch of the
Civil Service would cut at the roots of our local system of
education. He feared a very great and abrupt decline in the
local interest in education if the control of the teaching body
(and payment meant control) were withdrawn from the Local
Authorities and vested in Whitehall. For this reason he was
not prepared to recommend the House to adopt this treatment
of the problem.
At present public opinion has gone with Mr. Fisher’s judg¬
ment on this subject. But I think that the true reason for
the public agreement with his conclusion is not to be found in
a belief that the State payment of the teachers would neces¬
sarily lessen local interest in education, but in a suspicion (on
the part of the teachers) that Civil Service conditions would
ultimately be unfavourable to their financial prospects, and
(on the part of the public) in an instinct that Civil Service
for teachers would certainly mean undue restraint on the ex¬
pression of opinion by the teachers, and might, in spite of
Mr. Fisher’s optimistic view, open the door to school propa¬
ganda of doctrines specially favoured by the Government.
In fact, Mr. Fisher’s statement on the subject, taken alone,
( Continued on page 152.)
148
THE EDUCATIONAL TIMES.
[Nov. 1, 1917.
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and Cambridge Locals, &c., &c. These and many others are placed within reach of all by the
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The training of the NORMAL CORRESPONDENCE COLLEGE, given by an expert staff of
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what the NORMAL has done for thousands it will do for you. The call of the future is for
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Oxford Locals.
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Professional Preliminary.
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L.L.A.
A.C.P. and L.C.P.
Central Welsh Board.
Matriculation.
Degree Examination.
Languages.
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Science and Art.
Other Qualifying Exams.
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CORRESPONDENCE TRAINING.
Nov. 1, 1917.]
THE EDUCATIONAL TIMES
149
THE COLLEGE OF PRECEPTORS
CERTIFICATE AND LOWER FORMS EXAMINATIONS,
MIDSUMMER, 1917.
PRIZES.
SENIOR.
JUNIOR.
1. Cuigniez, A. A. J.
(Isbister Prize.)
2/ .O’Brien, E. P.
( Pinches Prize.)
3. Byrne, C. J.
( Hodgson Prize.)
4. Norton, E. A.
General Proficiency.
St. Aloysius’ College, Highgate, N.
St. Joseph’s College, Dumfries.
Salesian School, Farnborough.
Grammar School, Newton Abbot.
English Subjects.
1. O’Brien, E. P. St. Joseph’s College, Dumfries.
2. Albutt, Miss M. E. Osborne House School, Redditeh.
1. Elliott, G. A.
2. Byrne, C. J.
1. Norton, E. A.
Mathematics.
Clark’s College, Cardiff.
Salesian School, Earnborough.
Classics.
Grammar School, Newton Abbot.
“ Taylor- Jones ” Prize for Scripture History.
Cuigniez, A. A. J. St. Aloysius’ College, Highgate, N.
Miss Mears Prize for Domestic Economy.
Thomas, Miss L. Central School, Carnarvon.
1. Frampton, G. A.
2. Carles, F. M.
3. Peake, H. S.
4. Ball, R. Y.
General Proficiency.
Portsmouth Boys’ Secondary School.
St. Aloysius’ College, Highgate, N.
Portsmouth Boys’ Secondary School.
Portsmouth Boys’ Secondary School.
PRELIMINARY.
General Proficiency.
1. Wright, E. St. Aloysius’ College, Highgate, N.
2. Booth, E. J. Southport College, Southport.
3. Denny, C. T. St. Joseph’s Intermediate School, Georgetown,
British Guiana.
List of the Candidates who obtained the FIRST and SECOND PLACES in each Subject on SENIOR PAPERS.
Book-keeping.
Scripture History.
1. Cuigniez, A. A. J.St. Aloysius' Coll., Highgate, N.
^Norton, E. A. Grammar S., Newton Abbot.
2* 7 Wilson, Miss Vanbrugh Park S., Blackheath,
L M. E. S.E.
English Language.
1. O’Brien, E. P. St. Joseph’s College, Dumfries.
2 | Byrne, C. J. Salesian School, Farnborough.
’ l Norton, E. A. Grammar S., Newton Abbot.
English History.
1. Randall, Miss Private tuition.
W. M.
2. O’Brien, E. P. St. Joseph’s College, Dumfries.
Arithmetic.
I Byrne, C. J. Salesian School, Farnborough.
L’l Fleming-Sandes, Private tuition.
V A. J. T.
Algebra.
1. Pollard, M. J. Clark’s College, Cardiff.
2. Fleming-Sandes, Private tuition.
A. J. T.
Mechanics.
1. Fleming-Sandes, Private tuition.
A. J. T.
2. Elliott, G. A. Clark’s College, Cardiff.
Crowley, F. Marist Bros. ’Coll., Grove Ferry, |
Canterbury.
Ewen, C. I. St. Joseph’s College, Dumfries.
Vermeulen, M. Marist Bros. ’Coll., Grove Ferry,
* Canterbury.
Mensuration.
1. Byrne, C, J. Salesian School, Farnborough.
French.
, -
1. Postaire,MissA. Granville College, Southampton. j
2. Cuigniez, A. A. J.St. Aloysius’ Coll., Highgate, N.
Spanish.
1. Carles, F. M. St. Aloysius’ Coll., Highgate.N.
2. Aranjo, J. St. Aloysius’ Coll., Highgate.N.
]
.
Latin.
1. Fleming-Sandes, Private tuition.
A. J. T.
2. Norton, E. A. Grammar S., Newton Abbot.
Greek.
1. Norton, E. A. Grammar S., Newton Abbot.
Light and Heat.
1. Cuigniez, A.A. J.St. Aloysius’ Coll., Highgate, N.
2. Potts, T. H. Trent College, Long Eaton.
Chemistry .
1. Booker, B. P. Havant High S., Havant.
Br awing.
f Bottom ley , Miss Private tuition,
l.-j E. E.
'-Jones, R. M. Central School, Carnarvon.
Political Economy.
1. Albutt, Miss Osborne House S., Redditeh.
M. E.
Shorthand.
1. Gardner, P. Warner’s College, Richmond.
2 / Cuigniez, A.A. J.St. Aloysius’ Coll., Highgate, N.
t Temlett, L. W. Private tuition.
Domestic Economy.
1. Randall, Miss Private tuition.
W. M.
/ Bogue, Miss 10 Anerley Hill, S. E.
2. < E de la C.
'-Davies.MissG.S.Old College S., Carmarthen.
ADDITION TO PASS LIST FOR HOME CENTRES.
PRELIMINARY — Pass Division (Boys).
Evans G. w. Old College School, Carmarthen.
150
THE EDUCATIONAL TIMES
[Nov. 1, 1917
LIST OF SUCCESSFUL
CANDIDATES AT COLONIAL CENTRES.
N.B.— The small italic letters denote Distinction in the following subjects respectively:—
a. — Arithmetic.
al. = Algebra.
b. = Botany.
bk. — Book-keeping.
eft. = Chemistry.
cl. = Drawing.
do. = Domestic Economy.
du. = Dutch.
h. = History.
m. = Mechanics.
e. = English.
he. = Hebrew.
ma. = Magnetism & Electricity.
/. = French.
i. = Irish.
ms. — Mensuration.
g. = Geography.
it. = Italian.
mu. = Music.
ge. = German.
1. — Latin.
p. = Political Economy.
gm. = Geometry.
lo. = Logic.
ph. = Physiology.
gr. = Greek.
It. = Light and Heat.
phys. = Elementary Physics.
s. — Scripture.
sc. = Elementary Science
sh. — Shorthand.
sp. = Spanish.
ta. = Tamil.
t. = Trigonometry.
w. = Welsh.
The signs * and t prefixed to names in the Junior and Preliminary Lists denote that the Candidates were entered for the Senior and Junior Grades respectively.
In the addresses, Acad. = Academy, C. or Coll. = College, Coll.S. = Collegiate School, Comm. = Commercial, Conv. = Convent, Elem. = Elementary, End.= Endowed,
Found. = Foundation, H. = House, Hr. = Higher, Inst. = Institute, Int. = International, Inter. = Intermediate, Poly. = Polytechnic, Prep. = Preparatory,
p.-T. = Pupil-Teachers, S. = School, Sec. = Secondary, Tech. = Technical, Univ.- — University.
SENIOR.
Pass Division.
Hanglin.R. sp.
Rey,J.L. sp.
Mifsud,J.E. sp.
L’Angellier,A. s.
Gaggero,J.
Jayasinghe, T. s.
Paul, F. s.
Balhetchet,K.
Peiris, K. A.D. E. A.
Christian Bros.’ Coll., Gibraltar
Christian Bros.’ Coll., Gibraltar
Christian Bros.’ Coll., Gibraltar
St. John’s Inst., Kuala Lumpur
Christian Bros.’ Coll., Gibraltar
St. John’s Inst., Kuala Lumpur
St. John’s Inst., Kuala Lumpur
St. John’s Inst., Kuala Lumpur
Private tuition
JUNIOR.
Honours Division.
Lavarello,G. e.sp. Christian Bros.’ Coll., Gibraltar
Rugeroni,E.J. sp. Christian Bros.’ Coll., Gibraltar
Sanguinetti,L.P. sp. Christian Bros.’ Coll., Gibraltar
Colombo, J.A. sp. Christian Bros.’ Coll., Gibraltar
Dahl,G.C. /. Christian Bros.’ Coll., Gibraltar
Benudy,A.M. sp. Christian Bros.’ Coll., Gibraltar
Chin,D.
Collegiate S., Brickdam, Georgetown, B. Guiana
JUNIOR.
Pass Division.
*Cuvillo,A. sp. Christian Brothers’ Coll., Gibraltar
Fiorini,C. a. Private tuition
*Stouter,G. s. St. John’s Inst., Kuala Lumpur
rCaruanaSinerco,J a.it.d. Private tuition
*Edinboro,B.C.
L Collegiate S., Brickdam, Georgetown, B. Guiana
f*Buhagiar,R. it. Private tuition
I *Jones,S.A.
j Second Grades., Brickdam, Georgetown, B. Guiana
l_Subbiah,V.P. a. Central College, Colombo
Vella, E. Private tuition
Lau,H. St. John’s Institute, Kuala Lumpur
Povedano,A.R. Christian Bros’ Coll., Gibraltar
Barry, P. St. John’s Institute, Kuala Lumpur
PaceCilia, J. Private tuition
deLemos,R. St. John’s Institute, Kuala Lumpur
Tak-Sam,W. St. Joseph’s Inter. School, Lacytown,
Georgetown, B. Guiana
BOYS.
Devellerez,F.J. Private tuition
Subramaniam.S. Private tuition
Denny, W. A. St. Joseph’s Inter. School, Lacytown,
Georgetown, B. Guiana
Mirando,S.P.D. Private tuition
Langtry, H. St. John’s Inst., Kuala Lumpur
Glynn, G.R. Christian Brothers’ Coll., Gibraltar
Coates, Henry St. John’s Institute, Kuala Lumpur
Rodney, C.R. Private tuition
Isola,A.W. Christian Brothers’ College, Gibraltar
Jessimy,F.R.A.
Blakenburg S., Fellowship Post Office, Demerara
Barry, M. St. John’s Institute, Kuala Lumpur
Callender, F.M.
Collegiate S., Brickdam, Georgetown, B. Guiana
*Perera,W.A. Private tuition
*Coates, Hubert St. John’s Inst., Kuala Lumpur
*Kingsley,C.H. Norris College, Rangoon
Lyne,J. St. John’s Institute, Kuala Lumpur
Fung-Kee-Fung,N. St. Joseph’s Inter. School,
Lacytown, Georgetown, B. Guiana
♦
PRELIMINARY.
Honours Division.
Denny, C.T.e.a.al.f.l. St. Joseph’ slnter.S., Lacytown,
Georgetown, B. Guiana
Ossorio,J. al.f.sp. Christian Bros.’ Coll., Gibraltar
Griffin, J. a.f. Christian Bros.’ Coll., Gibraltar
Moreno, A. a.al.f. Christian Bros.’ Coll., Gibraltar
Savignon,A. a d. Christian Bros.’ Coll., Gibraltar
Deane.C. B.s.a. CollegiateS., Brickdam, Georgetown,
B. Guiana
Brown, C. s.a.al. St. John’s Inst., Kuala Lumpur
Sacarello,F. d. Christian Bros.' Coll., Gibraltar
PRELIMINARY.
Pass Division.
fBruzon,F.J. sp. Christian Bros.’ Coll., Gibraltar
fMurto,E. sp. Christian Brothers’ Coll., Gibraltar
tWettinger,J. Private tuition
Man-Son-Hing,0. 1. Christ Church S., Georgetown,
B. Guiana
Wiles, G. s.d. St. John’s Institute, Kuala Lumpur
Codali,L. Christian Brothers’ College, Gibraltar
Baglietto,F. a. Christian Brothers’ Coll., Gibraltar
Hutt,J. W.«. SecondGradeS., Georgetown, B. Guiana
Pizzarello,D. /. Christian Brothers’ Coll., Gibraltar
("Gonzalez, M. a. Christian Brothers’ Coll.. Gibraltar
j Lampkin,J.R. Collegiate S., Brickdam, Georgetown,
B. Guiana
| Singh, E. A. Collegiate S., Brickdam, Georgetown,
L B. Guiana
("Leitch,G.L.a. SecondGradeS., Georgetown, B. Guiana
| Pastina,A. St. John’s Institute, Kuala Lumpur
LPitaluga,J. Christian Brothers’ College, Gibraltar
fLouis,F. St. John’s Institute, Kuala Lumpur
| Spencer, W.A. s. Collegiate School, Brickdam,
L. Georgetown, B. Guiana
fMarbeck,F. s. St. John’s Institute, Kuala Lumpur
LSacarello, J . a .bk. ChristianBrothers’Coll., Gibraltar
1 Aaron, E. Norris College, Rangoon
fGiles.L.L.M. Collegiate S., Brickdam, Georgetown,
B. Guiana
| +Maung,S. Norris College, Rangoon
j Schwartz, O.E. a. Bourda Wesleyan S., Georgetown,
L B. Guiana
Smith, P.McK. a. Collegiate School, Brickdam,
Georgetown, B. Guiana
'Misir,R.R. Collegiate S., Brickdam, Georgetown,
B. Guiana
Mittelholzer,S.A. s. Collegiate School, Brickdam,
Georgetown, B. Guiana
■[Roberts, N.B.B.P. MackayMemorial S.,Essequebo.
_ B. Guiana
Fung-Kee-Fung,S. St. Joseph’s Inter. S., Lacytown,
Georgetown, B. Guiana
tCrisp,E.A. Norris College, Rangoon
+ Williams,B. Mindenburg, West Bank, Demerara
Bissessur, a. St. Joseph’s Inter. School, Lacytown,
Georgetown, B. Guiana
tCumberbatch, W.H. Bourda Wesleyan School,
Georgetown, B. Guiana
Fernandes, P.M. Collegiate School, Brickdam,
Georgetown, B. Guiana
Henriques, L. J. Sec.GradeS. .Georgetown ,B. Guiana
Devellerez.E. St. John’s Institute, Kuala Lumpur
Risso, J. Christian Brothers’ College, Gibraltar
Shulze,A. s. St. John’s Institute, Kuala Lumpur
Persaud.V. Second Grade S., Georgetown, B. Guiana
Rohee.C.D. St. Joseph's Inter. School, Lacytown,
Georgetown, B. Guiana
GIRLS.
SENIOR.
Pass Division.
Gibbons, H.V. a. St. Joseph’s Inter. S., Lacytown,
Georgetown, B. Guiana
Plissonneau,M. St. Joseph’s Convent Boarding S.,
Castries, St. Lucia
Rockcliffe, M . II . L. a.f. St. Joseph’s Inter S.,
Lacytown, Georgetown, B. Guiana
Montoute,E.St.C. s.
St. Joseph’s High S., Charlestown, Demerara
Christiani.E.L.
St. Joseph’s High S., Charlestown, Demerara
- • -
JUNIOR.
Honours Division.
Ramagge.E. Loreto Convent, Europa, Gibraltar
Cox.S. s.h. St. Joseph’s Convent Boarding S.,
Castries, St. Lucia
Craig, E.I. gm. St. Joseph’s Inter. S., Lacytown,
Georgetown, B. Guiana
Alcee.U. St. Joseph's Convent Boarding S.,
Castries, St. Lucia
Glasgow, D.L.G. St. Joseph’s Inter S., Lacytown,
Georgetown, B. Guiana
LPena,R. sp. Loreto Convent, Europa, Gibraltar
JUNIOR.
Pass Division.
‘Duval, A. M. St. Joseph’s Convent Boarding S.,
Castries, St. Lucia j
Fisher, A.M. St. Joseph’s Inter. School, Lacytown,
Georgetown, B. Guiana j
Inglis.R. s. St. Joseph’s Convent Boarding School,
Castries, St. Lucia j
Corke,M. St. Joseph’s Convent Boarding School, I
Castries, St. Lucia
Cother,M. Loreto Convent, Europa, Gibraltar
Discombe, D. Loreto Convent, Europa, Gibraltar j
Stoute,G.I. St. Joseph’s Inter. School, Lacytown,
Georgetown, B. Guiana j
*Halligwa,R. Bigandet English School, Rangoon
Sacarello, M. Loreto Convent, Europa, Gibraltar I
Ford,G. Loreto Convent, Europa, Gibraltar
PRELIMINARY.
Honours Division.
Prudhomme.J. s.h.g.a.al. St. Joseph’s Conven
Bearding School, Castries, St. Lucia
Hamilton, R. s.h.a.d. St. Joseph’s Convent Boarding
School, Castries, St. Lucia
Discombe, E. a.f. Loreto Convent, Europa, Gibraltar
Osbourne, A. St. Joseph’s Convent Boarding School,
Castries, St. Lncia
PRELIMINARY.
Pass Division.
tNyun.M.T. al.d. Bigandet English School, Rangoon
Douglas, M.C. a. Collegiate School, Brickdam,
Georgetown, B. Guiana
tAguis,M.D. a. Private tuition
'Camacho, L. M.C. s. St. Joseph’s High School,
Charlestown, Demerara
..Churchill, E. f.sp. Loreto Conv., Europa, Gibraltar
Robinson, S.E. a.cd. St. Joseph’s Inter. School,
Lacytown, Georgetown, B. Guiana
fSchwartz,C.E. Agricola Wesleyan School,
Demerara, B. Guiana
t
Nov. 1, 1917.]
THE EDUCATIONAL TIMES
151
GIRLS, Preliminary, Pass— continued.
rfDas,R. Norris College, Rangoon
l.Leila,E. a. Agricola Wesleyan School, Demerara,
B. Guiana
Higginson,D. Loreto Convent, Europa, Gibraltar
Franklin, M.K. A. St. Joseph’s High School,
Charlestown, Demerara
Tin,M.S.C. Bigandet English School, Rangoon
fCrofton,M. Loreto Convent, Europa, Gibraltar
Robinson, M.E. Collegiate School, Brickdam,
Georgetown, B. Guiana
t Hinds, D.M. St. Joseph’s Inter. School, Lacytown,
Georgetown, B. Guiana
Kingston, A.A. a. St. Joseph’s High School,
Charlestown, Demerara
deMattos,S.T. St. Joseph’s High School,
Charlestown, Demerara
tRisso, J. Loreto Convent, Europa, Gibraltar
Harvey, P. A. a. Beterverwagting Anglican School,
E. C. Demerara, B. Guiana
f Dos Santos, C. A. Collegiate School, Brickdam,
! Georgetown, B. Guiana
| Lowe, C. A.
V
Durant, F. I.
tMay.M.M.
Jupiter,G. L.A.
Anna Catheriua Private School,
Demerara, B. Guiana
Bourda Wesleyan School,
Georgetown, B. Guiana
Bigandet English School, Rangoon
Agricola Wesleyan School,
Demerara, B. Guiana
Requena,M.M.
Loreto Convent, St. Francis Xaviers, Gibraltar
( Danino.S. Loreto Convent, Europa, Gibraltar
l_Giraldi,A. Loreto Convent, Europa, Gibraltar
LOWER FORMS EXAMINATION.
Brazao,A.C. Collegiate School, Brickdam,
Georgetown, B. Guiana
Bridges, E. Collegiate School, Brickdam, Georgetown,
B. Guiana
Cliu,L. Collegiate School, Brickdam, Georgetown,
B. Guiana
Clarke, P. Collegiate School, Brickdam, Georgetown,
B. Guiana
deFreitas,C. St. Joseph’s High School, Charlestown,
Demerara
Fernandes, S. St. Joseph’s Intermediate S., Lacytown,
Georgetown, B. Guiana
Fung, I. Second Grade School, Georgetown, B. Guiana
Algan,C.
Auguste, L.
Baggetto,P.
Bartlett, J.
Borman, A.
Callender, L.
St. Joseph’s Convent Boarding School,
Castries, St. Lucia
St. Joseph’s Convent Boarding School,
Castries, St. Lucia
Loreto Convent, Europa, Gibraltar
Loreto Convent, Europa, Gibraltar
St. Joseph’s Convent Boarding School,
Castries, St. Lucia
Second Grade School, Georgetown,
B. Guiana
Collins, M.E. St. Joseph’s High School, Charlestown,
Georgetown, B. Guiana
d’Abreu,C.M.P.
Private tuition
BOYS.
Fung,W.E. CollegiateSchool, Brickdam, Georgetown,
B. Guiana
Gajadhursingh,F. Collegiate School, Brickdam,
Georgetown, B. Guiana
Glasgow,C.L. Collegiate School, Brickdam,
Georgetown, B. Guiana
Matthews, J. Second Grade S., Georgetown, B. Guiana
Mitchell, H. A. Collegiate School, Brickdam,
Georgetown, B. Guiana
Mittelholzer,R.E. Collegiate School, Brickdam,
Georgetown, B. Guiana
Patterson, J.E. CollegiateSchool, B ickdam,
Georgetown, B. Guiana
GIRLS.
D’Abreu,O.S. Collegiate School, Brickdam,
Georgetown, B. Guiana
deFreitas,M.E. St. Joseph’s High School,
Charlestown, Georgetown, B. Guiana
Devaux.M. St. Joseph’s Convent Boarding School,
Castries, St. Lucia
Doggrell.S. Loreto Convent, Europa, Gibraltar
Farnum,G.E. St. Joseph’s High School, Charlestown,
Georgetown, B. Guiana
Gooding, E.G. Collegiate School, Brickdam,
Georgetown, B. Guiana
Inglis, A. St. Joseph’s Convent Boarding School,
Castries, St. Lucia
McLean, I. St. Joseph’s Inter. School, Lacytown,
Georgetown, B. Guiana
Pires,L.G. Collegiate School, Brickdam, Georgetown,
B. Guiana
Ramsahoye,J.
Second Grade School, Georgetown, B. Guiana
Rodrigues, C.I.
St. Joseph’s High School, Charlestown, Demerara
Sampson, V. St. Joseph’s Inter. School, Lacytown,
Georgetown, B. Guiana
Shepherd, G. C.
Collegiate, S., Brickdam, Georgetown, B. Guiana
Shervington,W.
Second Grade School, Georgetown, B. Guiana
Murto,L. Loreto Convent, Europa, Gibraltar
Myers, M. St. Joseph’s Convent Boarding School,
Castries, St. Lucia
Nasciment0,O. St. Joseph’s High School, Charlestown,
Georgetown, B. Guiana
Palmer, A. St. Joseph’s Convent Boarding School,
Castries, St. Lucia
Serrano, L. Loreto Convent, Europa, Gibraltar
Swabey,H. St. Joseph’s Convent Boarding School,
Castries, St. Lucia
Trotter, R.I. Collegiate School, Brickdam,
Georgetown, B. Guiana
Walrond.D.L. St. Joseph’s High School, Charlestown,
Georgetown, B. Guiana
#
THE COLLEGE OF PRECEPTORS
PROFESSIONAL PRELIMINARY EXAMINATION. - SEPTEMBER, 1917.
PASS LIST.
The Supplementary Examination by the College of Preceptors was held on the 4th, 5th, and 6th of September
in London and at ten other local centres, viz., Birmingham, Blackburn, Bristol, Cardiff, Edinburgh, Leeds, Liverpool, Man¬
chester, N ewcastle-on-Tyne, Nottingham. The following candidates obtained Certificates : —
SENIOR.
Jones, Miss E.
Gordon, Miss L. P. h.f.
Pass Division.
Matthews, G. B. al.
JUNIOR.
Honours Division.
Robinson, D. G. al.f.l.
Pass Division.
Allen, L. W. al.grn.
Angior, G. M. al.
Bailey- King, Miss C. W.
Baker, G.
Bandy, C. H.
Baynton, R. G.
Bell, R. J. I. al.
Buncombe, G. H.
Butler, A. E. al.
Chiesman, W. E.
Vosper, F. P. f.l.
Sheard, G. R. a.al.gm.
Corner, E. al.
Howard, C. D.
Devlin, C. J.
Hughes, Miss N. e.
Donaldson, Miss D. I. al.
Jarvis, J. B.
Doubleday, H. M.
Jenldnson, R. W.
Evans, J.
King, J. S.
Firth, Miss M.
Leibowitz, Miss A.
Garner, A. e.
Mills, E. H. C. al.
Geering, G. R.
Ne viand, E. S.
Gentle, M. al.
Oliver, L. M.
Harrison, W. A. al.gm.
Pardy, A. W.
Penny, H. G. Y.
Sanders, G. A. I.
Smith, W. G. al.
Stokes, G. C.
Thomson, C. D.
Umney, A. N. F. C.
Warlow, Miss E. M.
White, L. V.
Williams, H. S.
Wright, J. E.
N.B.— The small italic tetters denote distinctions in the following subjects respectively: -
a. = Arithmetic.
al. = Algebra.
e. = English.
f. = French.
1. = Latin.
am. = Geometry.
h. = History.
152
THE EDUCATIONAL TIMES.
[Nov. 1, 1917.
seems to show stronger reasons for Civil Service than against
it.
Turning to the position of the secondary-school master in
the State-aided or State-provided school, he said justly that
that branch of the profession has still to be made reasonably
attractive to a really able man. “ The secondary-school teacher
is ill paid. He receives no pension and yet his is a profession
which ought to compete on equal terms for ability with the
First Class of the Civil Service. In no advanced country but
England will you find so large a proportion of secondary-school
teachers without a University degree. In no country is the gulf
between the career of the secondary-school teacher and the career
of the University teacher so clearly marked. Somehow or other,
we must attract able men into this branch of the profession
and provide them with a sufficient number of pupils able to
receive a full secondary education.”
After speaking of his hope to lessen the great multiplicity
of examinations in secondary schools, he mentioned the sugges¬
tion that secondary-school education should be free. “ The
establishment,” he said, “ of a system of free secondary educa¬
tion is an ideal with which I have very great sympathy. It
may be thought that the simplest way of attaining this object
would be to abolish all fees in secondary schools. That would
mean that, if the schools were to go on even at their present
level of efficiency, the State would have to find a revenue of
about £1,000,000 a year.” Mr. Fisher doubted whether there
were many reforms worth having which could be achieved in
this way by a stroke of the pen, and he considered that the
assumed advantages of this particular reform would be more
than counterbalanced by administrative and educational diffi¬
culties. “ It must be remembered,” he said, “ that a great part,
and not by any means the least valuable part, of education is
supplied by schools controlled by Governing Bodies which are
only loosely connected with the Local Education Authorities or
with the Government. For this reason the administrative and
financial operation of freeing secondary schools would not only
be much more complicated than is generally realized, but would
certainly raise highly controversial questions.”
His conclusion was that more should be done by the pro¬
vision of free places and scholarships to place the advantage
of secondary education within the reach of all children who
are able to profit by it. We should concentrate, in the first
instance, on the organization of a better system of maintenance
allowances, especially in the upper parts of our secondary
schools. We want “ the son of the manufacturer, the son of
the foreman, and the son of the workman to be educated side
by side. We do not want a caste system in education. We
want social fusion. And the best way of securing social fusion
in the secondary schools is to have a system under which well-
to-do parents contribute their fees and help to support the
school, while the children of poorer parents are assisted, and
liberally assisted, by free places and maintenance allowances.”
On the whole, I think that the mass of lay opinion is at present
in favour of Mr. Fisher’s conclusion on this subject. On the
other hand, I find that there is a rapidly growing body of
opinion in authoritative and experienced quarters in favour of
the abolition of school fees in secondary schools which are
provided and maintained out of public funds. The scholar¬
ship system has great drawbacks. The huge examinations
which it involves do not necessarily select the whole of the
most promising pupils. The offer of maintenance allowances
is at present limited in scope, and would be very difficult to
apply on an immense scale, because of the delicacy of the private
investigation which would be involved in the consideration of
each case. Moreover, a great number of families which tho¬
roughly deserve help in the education of their children are not
brought within the range of the scholarship system at all, and
are ineligible for maintenance allowances. The fact that secon¬
dary education was free would be in itself a standing demon¬
stration of its accessibility to all. The offer of free secondary
education would have, in other words, an emotional value which
in its turn would produce great social and economic effects.
And in favour of the scheme stands American and Dominions
experience, lhe trend of things in democratic countries is
to wards having free secondary education in schools provided
by the State. On the other hand, it would be necessary as well
as just that a large number of our schools should be allowed
to remain free from the directive control of the Local Education
Authorities. Many of these are boarding schools. Others are
under the charge of responsible and experienced Governing
Bodies. It is right and just that a large number of these
schools should continue to receive help from the State and also
from the Local Education Authorities. The abolition of school
fees would in their case involve a complete change in their
government and status. Side by side, therefore, with the free
municipal or county secondary schools, there would have to be
State-aided schools under independent management in which
fees would be allowed. And to the right wing of these would
stand the private schools, many of which are excellent and some
of which not only deserve but need help from public funds. I
think myself, therefore, that it is probable that in a few years’
time the abolition of fees in secondary schools under public
management will be adopted by the Government. But Mr.
Fisher is probably right in thinking that this is not the reform
which has the most urgent claim upon our attention.
There is another reason in the background why some measure
of free secondary education is likely soon to become a matter
of practical politics. To this reason Mr. Fisher alluded in
another part of his speech, though in a different connexion.
He reminded the House of Commons that only a small minor¬
ity of the children who leave school at twelve, thirteen, or
fourteen years of age receive subsequently any kind of sys¬
tematic training. Something, he said, must be done to pro¬
vide continued education for all the young people of the
community. He spoke on this subject with caution and re¬
serve. He was anxious not to disturb the labour market
during the War. He realized the difficulties of agriculture
and of industry, and was anxious not to perplex the business
calculations either of those who employ or of those who are
employed. But he expressed the hope that Parliament might
see its way at an early date to assent to a measure which, as
he implied, would carry forward education for all through the
years of adolescence. Now this, in some form or another,
means universal secondary education — not necessarily educa¬
tion given in secondary schools of the types to which that
name is at present assigned, but an education given in schools
which are liberal in temper, many-sided in their activities,
conducted in the day time, full of corporate life, practical in
their outlook, and yet at the same time not deficient in the in¬
fluences of a liberal and artistic training. But, if attendance
at such schools as these is made compulsory on all young
people from fourteen to seventeen or eighteen years of age,
will not the argument in favour of free secondary education
be greatly strengthened P An education which is made com¬
pulsory is almost inevitably an education which is made free.
The sacrifice which all true education involves — a sacrifice
affecting parents and children alike — is not one which can be
measured in terms of school fees alone. It is the sacrifice
which is summed up in self-discipline, in concentration of
purpose, and in self -preparation for the future.
M. E. Sadler.
REVJEWS.
The Organization 'of Thought. By A. N. Whitehead.
(6s. net. Williams & Norgate.)
With one exception, the eight chapters of this book are
made up of lectures and addresses delivered on separate occa¬
sions. Prof. Whitehead tells us that the various parts of the
book were, in fact, composed with express reference to each
other, so as to form one whole ; but, while we recognize the
congruity of the various presentations, we cannot say that we
discover a unity. The addresses fall into two sections, the
first five having a specifically educational bias, the remaining
three concerning themselves with certain points arising in
the philosophy of science. Again, we are told that a common
line of reflection runs through the whole, and that the two
sections influence each other ; but we cannot recognize the
book as an organic whole. Naturally, we are interested mainly
in the educational sections, and we may say at once that four
of the five educational lectures are of permanent value, the
fifth having only a passing interest for those who happened to
be interested in a certain polytechnic. The subjects of the
I four lectures that have impressed us are : “ The Aim of Edu¬
cation,” “ Technical Education,” “ The Mathematical Curri¬
culum,” “ The Principles of Mathematics in Relation to Ele-
' mentary Teaching.”
Not. 1, 1917.]
THE EDUCATIONAL TIMES.
153
The value of the book is that it gives us the first-hand
results of the application of one of the best intellects among
our contemporaries to the practical problems of the school.
No doubt the whole has a mathematical bias, but Prof. White-
head is far too big a man to be narrowed by his speciality. No
better testimonial could be given to the breadth of view that
™ay g° along with profound knowledge of mathematics than
is supplied by these pages. Our schoolmen are greatly in
need of the broad humanity that can impress upon them the
doctrine that “ work is play and play is life.” Mr. Caldwell
Cook, whose recent book on “ The Play Way ” advocates the
same principle in a more light-hearted way, must welcome the
support of Prof. Whitehead’s heavy artillery. Our author
has the happy knack of stating in unexpected and striking
ways propositions that surprise us, but that we all admit
to be true when we look into them. Popular fallacies
are hit off here and there in a very happy way — for example,
“ the illusion that a more complete culture was possible when
there was less to know,” and “ the mistaken idea that problems
test ability and genius, and that bookwork tests cram.” When
Prof. Whitehead deals with the principles of mathematics in
relation to elementary teaching — where, of course, elementary
does not mean the grade of school popularly so called — lie
makes out a capital case for the simplification of the course
without any sacrifice of its thoroughness. His attack on re¬
conditeness will be welcomed by the broad-minded school¬
master, and even practical physicists and engineers should be
convinced by his claim for intelligence even in the use of
reference pocket-books. Perhaps our author comes a little
close to the fallacy of formal discipline in his treatment of the
educational effects of mathematics as a school subject. But,
after all, most teachers are now convinced that there is enough
truth underlying the fallacy to make us careful in rejecting
wholesale the claims of the formalists. In any case, Prof.
Whitehead keeps within safe limits. Our profession will cor¬
dially welcome his help as offered in these discourses.
The Distribution and Relations of Educational Abilities.
By Cyril Burt. (2s. fid. net. London County Council
per P. S. King & Son.)
In a Prefatory Memorandum Sir Robert Blair claims that
“ this volume is the first of its kind in Europe or elsewhere.”
Dr. Burt, as all the world knows, is the professional psy¬
chologist of the London County Council. One of his chief
functions is to determine the actual and the most suitable
lines of demarcation between children in the ordinary schools
and children admitted to special schools for the mentally
defective. To do this it is necessary to make very careful
and elaborate investigations, and this Dr. Burt has done in
the most satisfactory way, making full use of all the new
statistical methods and psychological formulae. Mathematical
psychology is yet in its infancy, and there is a danger that
the use of the rigid formulae may convey an impression of
accuracy that is hardly justifiable. No doubt once the
material on which the mathematical psychologist works has
been reduced to mathematical expressions, all the rest is
absolutely reliable. The trouble is that the material itself,
in the first instance, has to be obtained by processes in
which individual observation and judgment play their part
with all their liability to error. Of this Dr. Burt is fully
aware, and he takes all possible precautions. Further, he
realizes that, in pioneer work of this kind, it is impossible
to avoid making assumptions that later research may
prove to be inadmissible. He accordingly puts forth his
results in a tentative and non-dogmatic way that goes far
to secure the confidence of his readers.
He assumes and analyses the common factor of “ general
educational ability,” and arranges the special educational
abilities into four groups : Arithmetical, Manual, Linguistic,
Literary. Dealing with normal children, he finds that the
standard of deviation — that is, the range within which pupils
may vary in intelligence from the norm that corresponds to
their age — is throughout about one-tenth of their age. Thus,
at the age of five, the variation extends from half a year
below to half a year above the norm : at ten, the range is one
year; at fifteen, in all probability, nearly one and a-half
years. He comes to the important conclusion that by
“ backward ” children should be understood those who,
though not defective, are yet unable in the middle of their
school career to do the work of even the class below their
age, and are retarded by about 15 to 30 per cent, of their
age. Very important are Dr. Burt’s tentative suggestions
regarding the causes and treatment of backwardness. We
cannot go into the details by which he reaches the con¬
clusion, but it is obviously of the greatest value to have
such a generalization as “the educational attainments of a
‘defective’ correspond on an average to those of a ‘normal ’
just over half his age.” As a practical application of this,
we have the recommendation that “No child who has three-
quarters or more of the educational attainments proper to
his age should be even considered as a potential candidate
for admission to a Mentally Deficient School.” Naturally.
Dr. Burt deals also with those who are above the average,
for this is of practical importance in the allocation of scholar¬
ships and free places.
Altogether, the London County Council are to be con¬
gratulated on the work they have set Dr. Burt, and he on
the brilliant way in which he has carried it out.
The Principles of Rational Education. By Charles A. Mercier.
(The Mental Culture Enterprise.)
This book of 87+xi pages reads like an unduly expanded
letter to the Times, and, in fact, begins with the reprint of a
letter sent by its author to that newspaper. Mr. Mercier
appears to be a born controversialist, so it was hardly to be
expected that he could resist the example of Sir Clifford
Allbutt’s letters to the Times Educational Supplement. In
any case, we have here his five fiery chapters : — I, The Child :
Nature and Nurture ; II, The Aims of Education ; III, The
Cultivation of Faculty; IV and V, The Imparting of Know¬
ledge. The book is strongly reminiscent of Herbert Spencer’s
“ Education,” and is none the worse for that. Dr. Mercier
adopts the Spencerian view that the aim of education is to pre¬
pare for complete living, though the adjective “complete” is
omitted from the text. The student of education cannot but
be astonished at the familiar ring of all that Dr. Mercier has
to say about the principles of education. It is no doubt new
to him, and, if he has not found it in the pages of the standard
writers, it is all the more credit to him that he has discovered
it on his own account. But really he must not run away with
the impression that he is prea.ching a new evangel. If he
were to take the trouble of looking in at some of those Univer¬
sity courses in pedagogy of which he speaks so jauntily, he
would be surprised to find how completely his “ principles ”
have been anticipated. It is only fair to say, however, that it
is the public-school master against whom Dr. Mercier tilts.
He is willing to admit that elementary-school masters and
schoolmistresses have a real interest in their work, and when
he lectures to them they are “ most eager to learn.” But with
the public-school masters it is very different. They “ say to
themselves, Evil, be thou my good : Ignorance, be thou my
knowledge.” We regret that the attack is so violent, for with
much that our author says we are in cordial agreement. The
public schools do need reformation. The masters themselves
feel this, and he who strengthens them in this conviction is
doing a good work. But we fear that Dr. Mercier’s method
will rather serve to stiffen their hard necks. Still it may be
that this attack will have a good effect at second-hand by
stimulating lay opinion. And, perhaps, after all, our author
is wise in his generation in taking it for granted that his
readers know nothing about the principles of education. It
depends upon the people to whom he makes his appeal. If
the book is meant for the man in the street, it should serve its
purpose well, and we ought to welcome it as a missionary
effort to bring support to ideals that all progressive school¬
men are pursuing. We can honestly say that the book is well
written, full of interesting illustrative matter, and altogether
attractive as well as provocative.
The Loom of Youth. By Alec Waugh.
(6s. Grant Richards.)
School stories are usually one of two types. Either they
are written by practised writers whose school days are long
past and shrouded in the mists of time, writers who philoso¬
phize over the schoolboy character and who are probably
untrustworthy as to the details of school life and have for¬
gotten the schoolboy’s attitude ; or they are stories of pranks
154
THE EDUCATIONAL TIMES.
[Nov. 1, 1917.
and rags written to amuse boys. This class makes little
claim to verisimilitude ; the heroes rank with the omnipotent
midshipman of a preceding generation of writers. “The
Loom of Youth ” belongs to neither of these categories.
The author, so we are told in the preface, was seventeen when
he wrote the book, and he produced it in two months while
he was undergoing military training. It follows naturally
that, viewed as a work of art, the book shows many weak¬
nesses. To the reader who takes up a novel in order to be
thrilled or amused, this book may appear dull. But to the
parent who wants to know what school life is like, to the
schoolmaster who would like to see himself as the boys see
him, the book is extraordinarily interesting. Mr. Waugh’s
schooldays are fresh in his mind. He philosophizes and
moralizes very little ; but he gives us a sincere picture of the
life he had just spent. Three things stand out vividly, and
a fourth is hinted at : games, idleness, swearing, and coarse¬
ness. Games are the one thing that matter. If you are good
at games, you may do some work without losing caste, not
otherwise. The artificiality of games as the one real interest
in life is felt by the author, and during the year 1915 the
interest of the school slackens. The prevailing idleness in
reference to school work and all matters intellectual is
emphasized again and again. If a master insists upon a
certain show of work done, a system of cribs is easily
arranged ; with other masters it is possible to spend the whole
hour in ragging. The sixth form prefer to specialize on
History, because this enables them to spend the greater part
of each school day in their studies doing precisely what they
like. It is fair to add that some of them read Swinburne,
Byron, and Browning. In conversation among themselves,
and even sometimes with the masters, the words “ damn,”
“hell,” and “devil,” weary the eye on every page. The
author evidently wants parents to know the vocabulary in
use, or at least part of it. For just as evidently he shrinks
from putting on paper the coarseness of language and im¬
morality of action that are prevalent ; but he indicates the
prevalence with unmistakable emphasis.
God the Invisible King. By H. G. Wells. (6s. net. Cassell.)
In “ God the Invisible King ” Mr. Wells carries the prin¬
ciples of Protestantism far beyond the limits of the Protestant
Reformation. He has found God the Spirit w'thin himself,
and at the same time pervading the universe. He seeks for
no authority except his own feeling, and he wrould have every
man and woman go and do likewise. The God that each man
will find, if he looks within himself and without on the world,
is the same God. Mr. Wells looks forward, therefore, to the
time when everyone will profess the same God ; when religious
animosities will disappear; when God the Invisible King will
be recognized as the ruler of life. For this position he gives
no authority, adduces no argument, beyond his own thought
and feeling. He is entirely sincere, and it is probable that a
man who bad reached Mr. Wells’s stage of intellectual de¬
velopment, and whose life had been subjected to the same
influence, would feel as Mr. Wells feels. “ This is a religious
book, written by a believer,” he tells us.
The main trend of his writing is to separate God the Creator
from God the Redeemer. The vain attempt to reconcile these
two ideas has been the cause of confusion and difficulty in re¬
ligious thought. Of God the Creator he declares he knows
nothing, and he doubts if human knowledge will ever reach to
such an understanding ; but of God the Redeemer he can
speak with sincere faith. So strong is his feeling against all
established religions that attempt to explain the creation of
the world, and to make such an explanation an article of faith
■ft ith the believer, that he would sweep away all organized re¬
ligion as it exists to-day. He takes the Nicene Creed as
representing the Christian cosmogony, and spends much effort
on showing its futility. He has no patience with any religious
forms : he fails to see that others have found God through
them as completely as he has found God “as a still small voice
within.”
Ihe charm of Mr. "VY ells is that his mind is never still. He
has no settled philosophy that he dishes up again and again
in fresh forms. Lach book marks a development. In “ Old
and New Things ” he protested against formal religion; in
the present book he writes of the religion that he has found
It is a religion that many have also found, and the world is
ready for a statement of it in language relieved of the subtle¬
ties of philosophic phrases.
The Student’s Guide. By John Adams.
(3s. 6d. net. University of London Press.)
Prof. Adams happens, in the course of this book, to mention
a series of Ruskin’s lectures on art, which was published under
the title of “ The Eagle’s Nest ” ; and the thought arose that,
if Mr. Ruskin could have been called into consultation, he
would have devised a title less chilly and more human than
“ The Student’s Guide ” for the volume before us. For theie
is a human warmth pervading all the pages in which the
author tries to help the inexperienced student to understand
himself, his powers, and his aims, and to make the best use of
his strength in overcoming his weakness. “ What man has
done, man can do ” was Mr. Lewisham’s motto, and we might
adapt it by saying that what the author recommends he lias
himself done. The standard set is a high one, but it can be
approached more nearly every day, as the student takes him¬
self in hand and learns to develop his powers and train his
character : the two aims are closely interwoven. It is possible
that the Professor may have given the gist of this book in his
lecture room, but the chapters do not read quite like repro¬
duced lectures. If they are so reproduced, their value is not
lessened, for students who are “ visuals ” prefer to study the
printed page, and those who are “ audiles ” need to refresh
their memory of what they have heard. Also the book will
appeal to a wider circle than the Professor’s audiences.
Throughout the book the style is simple, direct, and sincere ;
the counsel given is sane and possible of realization. With
its help the years of studentship may be made “ to pay divi¬
dends in spiritual and mental mastery.” The author gives
practical advice on how to memorize, how to take notes, how
to divide the working hours, and how to prepare for examina¬
tions. He warns his readers that study alone may make a
pedant ; but perhaps he does not allow sufficiently for the dis
cussion among students that is very helpful to their sound
development. Mr. McKenna makes one of his characters in
“ Sonia ” say something to this effect : “ It does not seem to
matter what you learn, provided you meet plenty of people
who have learnt something else.” The free interchange of
thought that is delightful to young men is also a great aid to
sound study.
The Gamp School. By Margaret Macmillan.
(3s. 6'd. net. Allen & Unwin.)
This little book gives a clear and attractive account of the
pioneer work done by Miss Margaret Macmillan and her
sister in connexion with school clinics and school camp life.
It contains a curious combination of the poetic, the dramatic,
and the didactic ; the style adopted in each case is exactly
suited to the subject-matter, so that the book is as attractive
as it is instructive. Miss Macmillan understands the merits
and defects of the German system, and makes clear certain
dangers of our adopting some of the bad elements from the
Fatherland. Her criticisms of our own bureaucratic methods
take the form rather of giving examples of miscarriages than
of making complaints. Considerable attention will no doubt
be given to her account of the refusal by the London County
Council of an offer of £5,000 to finance a scheme for a health
centre. Miss Macmillan holds as her main thesis that for
curative treatment it is necessary to get poor and neglected
children brought under satisfactory living conditions. She
found that in the clinic the young patients sometimes got
cured through mere medical treatment, but were very liable to
come back again in a short time with the same complaint;
while in some cases mere medical treatment failed to cure
at all, this occurring in cases that were rapidly cured when
the children were brought under good conditions in a camp
or elsewheie. The account of the various camps established
by Miss Macmillan is, on the whole, very encouraging so far
as the actual work is concerned, though somewhat depressing
when we regard the official treatment of them. Miss Mac¬
millan lays just stress on the need for the training of the
active side of child nature, particularly in the case of those
with a poor physique and an unsatisfactory environment.
We must secure mental progress for all. Miss Rachel Mac¬
millan put the matter very strikingly when she said : “ To-day
( Continued on page 156.)
Nov. 1,-1917.] THE EDUCATIONAL TIMES. 155
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the End oT the 19th Century: a. Rough
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156
THE EDUCATIONAL TIMES.
[Nov. 1, 1917.
we keep our people always fourteen years old. In my classes
in Kent I found that an upper-class child of twelve to fourteen
could, as a matter of fact, nearly always outstrip the village
women.” It is to be hoped that the insistence in this book on
the need to think more of the teachers and less of the ^mere
buildings will be taken to heart by those in authority. “ The
Camp School ” deserves the respectful attention of all who
have any responsibility for the education of the country.
Sonia : Between Two Worlds. By Stephen McKenna.
(6s. net. Methuen.)
The condition of the world, socially, economically, and
politically, after the War is an attractive subject of specula¬
tion to the imaginative writer. Mr. McKenna, writing after
one year of war, sees society purified and strengthened ; but
he puts in a cautionary remark to the effect that ten years
after the French Revolution, and ten days after Waterloo,
when corruption ought to have been purged out of the world,
things Avent on just as before. In tins novel Sonia, herself
the type of the society butterfly, determined to have a good
time and thinking of nothing beyond the present enjoyment,
is purified by the War. All Mr. McKenna’s characters tend
to become types rather than individuals, and they are none
the less interesting for that. They cover modern society and
the governing classes as they existed before the War. The
account of their lives gives the reader the whole of the social
and political history of the years 1898-1915 from the point of
view of the public schools and the Universities. The public
school of the story is no doubt purposely confused, that it may
not be recognized with certainty. The head master may have
been one of three men. The school life of the group of heroes
is treated with such fullness that “ Sonia ” must be included
among stories of school life. The public-school caste will never
be again what it was before the War. David O’Rane, who
may be perhaps described, primus inter pares, as the hero, is a
somewhat shadowy abstraction. He is described to the reader
as a boy of extraordinary mental power, a seer of visions, and
a type of the clear-souled man who may arise after the War;
but we have to take him from the description : neither his
words nor his deeds convince us of his powers or of his
reality.
IF. E. Ford: a Biography. By J. D. Beresford and Kenneth
Richmond. (6s. net. Collins.)
This biography is described on the outer cover as the story
of a man who lived before his time. But, so the joint authors
would have us believe, not so far in advance of his age as to be
unintelligible to men of to-day. Bergson and Clutton-Brock,
to mention two only amongst modern seekers after spiritual
truth, have to some extent indicated the lines along which the
subject of this biography was working. As a character
W. E. Ford is somewhat shadowy, and we doubt not that the
form of the book is a literary fiction to enable Mr. Beresford
and Mr. Richmond to state, or rather to suggest, their views
about life. To the readers of this paper it may be supposed
that the chapters bearing on education Avill be of chief interest.
W. E. Ford laid down no complete philosophy of education,
but he carried on a school for some years — until, in fact, the
boys and girls began to climb towards fifteen years. Then
he parents, even sympathetic ones, began to hesitate and to
wonder if the children would pass the examination that would
enable them to get the guinea stamp that gives commercial
value to the gold. The Fifth Form in the school was never
properly started, and Ford, seeing that his ideas were
at present impracticable, relinquished the school. It Avas a
day school — he Avas in favour of children remaining at home
both for their own sakes and for the sake of their parents.
The failures of home training, which he was forced to admit,
he put down to the absence of any tradition of home life among
the well-to-do classes owing to the use of boarding schools for
many generations. “ Artificial orphanages ” is a phrase used
in the book to describe boarding schools. Perhaps W. E.
Ford was not so very much in advance of his time after all— for
very many readers will find in this book a description of what
they are trying to do, and they will be encouraged and
strengthened by the lofty ideals perpetually kept in view.
The Religious Difficulties of Children. By E. E. Read Mumford.
(2s. net. Sunday School Union.)
As anyone familiar with Mrs. Mumford’s writings would
expect, this little book is full of charm. Its author has lost
none of her cunning; her sympathetic insight into child
nature is as keen as ever, and, wherever it is possible to meet
a childish difficulty, she is ready with a sensible solution. The
nature of God and the stumbling blocks of death and suffering
are well handled ; but it is no discredit to Mrs. Mumford
that she is unable to deal satisfactorily with the problems of
prayer, of the Holy Trinity, and of the Atonement as they pre¬
sent themselves to the child’s mind. One Avould like to say
that teachers and parents should let such matters alone till
children come to maturer years, but some of them at least
force themselves upon our attention whether we will or not.
Perhaps the Trinity and the Atonement may be reasonably
postponed, but the question of prayer is too urgent and too
much a matter of everyday religious life to be put off, and the
children see to it that Ave are not allowed to shirk its diffi¬
culties. So far as it is possible to explain such erudite matters
at all to children, Mrs. Mumford has succeeded, and that is
saying much.
GENERAL NOTICES.
EDUCATION.
Public Education and the War. An Answer to the Attack upon
Eton Education. By T. Pellatt. (2s. 6d. net. Duckworth.)
Mr. Pellatt is not on the Eton staff, hut he is a schoolmaster Avith
an intimate knowledge of that school, and a complete admiration
for its scheme of studies. He deals in a trenchant Avay Avith the
attempt recently made to organize the parents of boys at Eton and
at other public schools, and to induce them to demand more science
and less classics. He has no difficulty in finding weak spots in the
contentions of the reformers and contradictions in their utterances.
Eton stands impregnable, a monument for all time of the value of
an education based on classical study, Avhatever waves of modernism
may beat against its walls. This is Mr. Pellatt’s attitude, and he
maintains it with energy and skill.
The Public School System. In Relation to the Coming Conflict for
National Supremacy. By W. Seymour Bryant. Preface by
Lord Rayleigh. (Is. 6d. net. Longmans.)
Mr. Bryant’s book serves as a counterpoise to the volume by Mr.
Pellatt which is noticed above. The importance of education in
the forthcoming economic contest is recognized, and an attempt
made to estimate the value of the present school education as given
to statesmen and captains of industry, and to indicate the direction
in which it should move. Science is to be taught as an indispens¬
able aid to mental training. The subject is treated thoughtfully
and Avith considerable knowledge.
Education To-day and To-morrow. Addresses by P. E. Matheson.
(2s. Gd. net. Milford.)
These addresses have been delivered either to schoolgirls, to
teachers, or to general audiences. Some have appeared in print
before. They are all Avorth reading for the feeling at the back of
them for the real essentials that underlie all educational effort.
In one of the papers Mr. Matheson makes a plea for more quiet,
more opportunity for thought. Perhaps one virtue is left to the
ancient Universities. Mr. Matheson is a busy man, as everyone
knows, but in Oxford there are occasional times of peace, and from
these the reader benefits.
The Teacher's Book of Hints that Win Success. (3s. 6d. net. Evans.)
The inexperienced teacher generally prefers a tip to a principle,
and even experienced teachers Avhose principles of method are sound
may welcome helpful wrinkles. The volume before us contains a
number of useful hints classified under the subjects taught. The
publishers state that they will be glad to consider proposed additions
for a subsequent edition.
Conference Payers. (Is. net. London Teachers’ Association.)
The papers reproduced in this volume Avere read at a series of
Conferences promoted by the London Teachers’ Association in
February and the folloAving months of this year. As is natural,
the papers deal mainly with the organization and curriculum of
elementary schools, and with the juvenile Avorker and the training of
teachers. But general questions are also discussed. A very in¬
teresting publication.
Schemes of Work and Approved Time-tables.
(2s. 6d. net. Evans Bros., Ltd.)
This book is made up of a large number of schemes of Avork and
Nov. 1, 1917.]
THE EDUCATIONAL TIMES.
157
time-tables that have been approved by the Board of Education
and by Education Committees. It is not suggested that they
should he accepted en bloc by any intelligent teacher, but that
a selection may he made of the nearest approach to what is required
and the necessary modifications introduced. The choice is large
enough and detailed enough to meet practically all cases, and in
order to help in the choice there are a number of instructive
paragraphs contributed by Directors of Education. A most useful
compilation.
Education Reform. (5s. net. P. S. King & Son.)
This is the report of the Education Reform Council, organized
by the Teachers’ Guild. The object of the Council was “ To con¬
sider the condition of education in England, and to promote such
reform and developments as may appear desirable.” The report
runs to 215 x xxxii pages. The Foreword is by Dr. William
Garnett, who edits the volume. The text consists of the reports
of the various committees (ranging from letter A to letter I)
with a note of the various memoranda submitted to them. The
book represents a very solid piece of work, and will form a very
valuable record of a state of educational reconstruction of which it
itself forms an important element.
The Message, The Messenger , and The Method. By G. Currie
Martin, Effie Ryle, and J. H. Wimms. (Is. net ; cloth, Is. 6d.
net. Headley.)
It would have been equally appropriate to notice this book under
the heading of Religion, for it deals with Bible teaching in adult
schools. The first of the three joint authors takes the Message,
i.e. the Bible, and indicates the purport and aim of the lesson.
The second author treats the Messenger, i.e. the teacher ; and the
third author deals with the Method of teaching. The three parts
alike abound in helpful advice and suggestion.
British Boys : their Training and Prospects. By Colonel M. J.
King-Harman. (2s. net. Bell.)
Colonel King-Harman writes with a hearty goodwill that carries
the reader along through all the sins of omission and commission
that are attributed to parents and teachers. He believes in the
British boy of the boarding school, understands him, and speaks
the words of sensible encouragement which do the boy good to
hear. The volume covers almost every aspect of secondary school
life : examinations, teachers, types of schools, geography, nature
study, music, science, exercise, discipline, purity, food, and many
more subjects.
ENGLISH.
A Child’s Bookshelf. By Lilian Stevenson.
* (Is. 6d. net. Student Christian Movement.)
Miss Stevenson’s compilation, with her helpful annotations and
classification, is a book that parents and teachers may keep by
them with great advantage. The special value of the book lies in
the many new sources that are tapped and the wider connotation
given to the phrase, “ children’s books.” Some of the old
favourites are mentioned, but there are hundreds of titles that
will probably he new to those who are not in the way of making
a special study of children’s books. The children range from five
to fifteen years of age. The Bishop of Wakefield, in a preface,
says that the book is marked by “ thorough research, good taste,
and considerable insight into the child-mind.”
.4 Skeleton Outline of Old English Accidence. By W. J. Sedge-
field. (Is. 3d. net. Manchester University Press.)
This little volume is reprinted from the author’s “ Selections
from the Old English Bede.” It gives a condensed summary of
Old English inflections which should enable the student to de¬
cline any noun, pronoun, or adjective, and to conjugate any verb
met with in the course of his reading.
Godwine. By James F. Waight. (Is. 6d. net.
Allen & Unwin.)
The first volume of a trilogy which dramatizes the efforts of the
Godwine family to avert from England the invasions to which the
land is. exposed by the jealousies of the English Earls, whose
factiousness eventually enables the Duke of Normandy to prevail.
Short Essays for Schools. For Fourth and Fifth Forms. With
Specimens of Analysis and a Subject Index. Selected by
S. E. Winbolt. (2s. 6d. net. Clarendon Press.)
A well selected series of fifty essays taken from standard Eng¬
lish writers, and dealing with art, literature, morals, science, his¬
tory, politics, and psychology. The method advocated is the study
and analysis of the passage and the subsequent writing of an
essay on a kindred subject. In schools where the value of Eng¬
lish composition is recognized, this book should prove extremely
useful.
(Continued on page 158).
□
A SELECTION FROM
A. & C. BLACK’S
HISTORY PUBLICATIONS
By H. L. BURROWS, M.A.
THE STORY OF ENGLISH
INDUSTRY AND TRADE
Thirty-six Illustrations. Is. 8d.
This volume presents in an attractive form a branch of English
History which has not hitherto received the attention its
importance merits, but which is now beginning to be widely
studied. The book is intended for use as a reader and textbook
for the upper classes of primary schools, and the lower and
middle forms of secondary schools.
By EUGENE L. HASLUCK, B.A., F.R.Hist.S.
AN INTRODUCTION TO
THE HISTORY OF ENGLAND
With fifteen Sketch Maps. 2s. 6d.
This volume aims at delineating in clear outlines the main
threads of our History, and at enabling the student to grasp
the essential lines on which England has developed as a State.
Por these purposes a continuous chronological order has been
abandoned, and where two or more distinct threads of develop¬
ment run through a long period, these have been dealt with
separately in different chapters. This book will prove, it is
hoped, a satisfactory textbook for use in the upper forms of
schools, and a good' knowledge of the contents of this volume
should be sufficient for the purposes of the London Matri¬
culation Examination.
By M. W. KEATINGE, M.A., D.Sc.,
Reader in Education in the University of Oxford ; and
N. L. FRAZER, M. A., Head Master of Ilkley Grammar School.
DOCUMENTS OF BRITISH HISTORY
In One volume. Price 4s. 6d. Or in Six Sections.
Limp Cloth. Price lOd. each.
Sec. I. a.d. 78-1216. Sec. IV. a.d. 1603-1715.
„ II. A.D. 1219-1399. „ V. A.D. 1715-1815.
„ III. A.D. 1399-1603. „ VI. a.d. 1815-1900.
These Documents, with the exception of Section VI, are
reprinted from “ A History of England for Schools,” by the
same authors.
ENGLISH HISTORY ILLUSTRATED
FROM ORIGINAL SOURCES
From earliest times to a.d. 1066. With 36 Illustrations.
1066-1216. With 35 Illus. 1485-1603. With 31 Illus.
1216-1307. With 21 Illus. 1603-1660. With 33 Illus.
1307-1399. With 14 Illus. 1660-1715. With 29 Illus.
1399-1485. With 28 Illus. 1715-1815. With 11 Illus.
Price 2s. each.
The plan of this series is so laid that interest in the textbook
or in the teacher's words is stimulated by supplementary
reading, and sufficient premises are given to allow of a reasonable
and reasoning deduction. The extracts are taken from con¬
temporary authors, or are themselves contemporary docu¬
ments, and have been chosen to illustrate as fairly and as vividly
as possible the really important events of the period, and to ex¬
plain the motives of the chief actors.
BLACK’S HISTORY PICTURES
Selected and edited by G. H. REED, M.A.
In special detachable file portfolios. Price Is. 6d. each period.
OUR EARLY HISTORY THE STUART PERIOD
THE MIDDLE ACES THE EARLY CE0RCES
THE TUDOR PERIOD MODERN ENGLAND
Questions and Exercises are provided, and Explanatory Notes
draw attention to the chief features of the pictures, and add
interesting information relative to them. Maps are also
included, because it is expensive and often difficult to provide
historical atlases sufficiently detailed for use in the study of
events under discussion.
A. & C. BLACK, Ltd.,
4, 5, & 6 Soho Square, London, W. 1.
a
158
THE EDUCATIONAL TIMES.
[Nov. 1, 1917.
Lectures on Style and Composition. By B. Classen.
(3s. 6d. Macmillan.)
A series of lectures originally prepared for the students of the
Science Faculties of the University of Manchester. The purpose
of the lectures is to afford instruction in essay- writing, and also
to give a groundwork of general principles by the aid of which the
works of selected prose writers might with advantage be studied.
LATIN.
A Latin Course. — (1) Biennium Latinum. A Translation and
Composition Book for Beginners. 2s. 6d. net. (2) First
Buies for Latin Prose. With Hints and Examples. Folded
Card, 8d. net. (3) Further Rules for Latin Prose. 2s. net.
(4) 1 Exercises on Rules for Latin Prose. 2s. 6d. net. By
T. C. Weatherhead. (Cambridge University Press.)
Mr. Weatherhead provides what he considers a full course for
beginners, with the exception of accidence. Some Latin grammar
is needed in addition. The course has been tested by many years’
work in several schools. Its aim is to make the study of Latin
serious and thorough ; not to give the boy so much help that his
natural energy finds no outlet. The first two books are for use
together, and when these are done the second pair comes into use.
It is refreshing in these days of predigested food to find a pub¬
lisher bold enough to issue a series of books written because the
author thinks that the beginner is having things made too easy
for him.
FRENCH.
Hernani (Victor Hugo). Edited by M. B. Finch and J. L.
Gardiner. (2s. 6d. Clive.)
A very valuable edition for the numerous more advanced
students who wish to read this play. There are a few notes deal¬
ing with linguistic points or historical allusions ; and a full intro¬
duction by Miss Gardiner, tracing the historical circumstances
which had moulded the Spanish Court of the period, and explain¬
ing the literary theories which guided Hugo’s writing.
Graduated French Dictation. By Sydney H. Moore.
(2s. 6d. net. Cambridge University Press.)
Mr. Moore explains in his preface exactly what dictation can
do and how far it helps the pupil in the use of the language.
Most teachers will agree as to its great value; many teachers will
also agree as to the difficulty of finding hurriedly a suitable pas¬
sage. Two hundred passages, arranged for different forms, are
given; and also some passages in English for a Sixth Form, to be
turned into French as dictated.
“ Heath’s Modern Language Series.” — French Plays for Children.
By Josette Eugdnie Spink. (Is. 3d. net. Harrap.)
Seven little plays that have been tested in class work and acted
by the children in a Chicago elementary school. They are simple
and interesting ; the parts include boys and girls ; there is a
vocabulary.
“ Oxford Plain French Texts.”— (1) La Chevre de M. Seguin
(Daudet) ; (2) Le Lac de Gers (Topffer) ; (3) Le Coup de
Pistolet (Merim4e) ; (4) Paris Menace : Paris Sauve ; (5) Le
Chien de Brisquet (Nodier); (6) Laurette (de Vigny). Vol. IV
is edited by G. H. Clarke; the others by H. L. Hutton.
(6d. net each volume. Clarendon Press.)
Pleasant little volumes in limp cloth; type clear, and of a suit¬
able size. About forty pages of text. Experience has shown the
value of such books ; they should be numerous. A fortnight is
quite long enough to read one volume.
HISTORY.
Stories for the History Hour. From Augustus to Rolf.
By Nannie Niemeyer. (3s. net. Harrap.)
A book that may be used freely for reading aloud to young
children, though the author would prefer that the stories should
be told and not read. The former is undoubtedly the better
method if the teller is equal to the task. The stories cover the
period b.c. 50 to a.d. 900. The book appears in a paper wrapper
(bound in the course of time to be discarded), with an attractive,
illustration, which does not appear to be repeated in the volume.
When the wrapper is removed there is nothing distinctive about
the binding.
Stories of the Scottish Border. By Mr. and Mrs. William Platt.
Sixteen page illustrations by M. Meredith Williams. (Is. 9d.
Harrap.)
Another volume in the “ Told Through the Ages ” series, pro¬
duced in the same attractive style. Two hundred and fifty paces
of reading matter, chiefly in prose, but with some verse. '
A Notebook of Medieval History, a.d. 323 — a.d. 1453.
By C. Raymond Beazley. (3s. net. Clarendon Press.)
Dr. Beazley finds that the Middle Ages bear more directly on our
lives in the twentieth century than do more modem times. Then
the spirit of nationalism was active, as it is to-day. The book
arranges the chief events in European history in chronological
order in brief periods. As an example of the method, we find on
one half-page that Benedict XI releases Philip of France from
excommunication ; that there are fresh risings in Scotland, and
Edward overruns the country ; that the Cloth Hall at Ypres was
completed ; that Petrarch was born ; and that the University of
Orleans was incorporated. There are over two hundred pages of
notes and an index.
Pages of Britain's Story, A.D. 597—1898. From her Historians
and Chroniclers. Edited by J. Turral. (2s. 6d. net.
Clarendon Press.)
A number of extracts from writers of repute, dealing with
events from the coming of Augustine to the funeral of Gordon.
Bede, Froissart, Hakluyt, Carlyle, Thackeray, Scott, Horace Wal¬
pole, and many other writers are quoted in the three hundred
pages that form this volume.
Sir Walter Raleigh. Selections from his “ History of the
World,” his “ Letters,” &c. Edited, with introduction and
notes, by G. E. Hadow. (3s. 6d. net. Clarendon Press.)
This is a book for the scholar, though the general reader may
get enjoyment and profit from it. There is a full introduction,
followed by about 130 pages of the “ History,” thirty pages of
‘‘ Letters,” a reproduction of Raleigh’s map of the world, and a
few pages of notes.
Lord Kitchener: The Story of his Life and Work.
By Donald A. Mackenzie. (Is. Blackie.)
Lord Kitchener’s name is, and has been, one that has had
especial power to arouse enthusiasm and inspire action. For
forty years his life was full of activity in Egypt, India, Africa,
and Europe. This volume for use as a reading book in school
will therefore be found of great interest. There are several illus¬
trations.
GEOGRAPHY.
“ Macmillan’s Geographical Exercise Books.” — Key to No. IV :
The Americas. With Questions. By B. C. Wallis. (2s. 6d.
net. Macmillan.)
Many of the questions in this series are in the nature of prob¬
lems, which may need for their solution a search through several
books if the teacher be not a specialist in the subject. The hints
given in the present volumes are very apt, and will save the class
teacher much time.
“ The Oxford Geographies.” — Vol. I, The Preliminary Geography.
(Is. 6d.) Vol. II, The Junior Geography. (2s.) Vol. HI,
The Senior Geography. (2s. 6d.) By A. J. Herbertson.
New editions revised by 0. J. R. Howarth. (Clarendon
Press.)
Prof. Herbertson ’s ‘ Geographies ” are well established. Tht
number of editions shows that they are widely used. The titles
of the three volumes indicate the range of work covered — i.e. the
first volume for the Preliminary school examinations of the Uni¬
versities ; the second for the Junior ; and the third for the Senior.
Each volume is complete in itself, and contains a number of illus¬
trative maps.
Sketch Maps. Illustrating Important Phases in the Great War.
With Historical Notes. August 1914-May 1916. By P. R.
Clauss. (Is. net. Blackie.)
Beginning with the retreat from Mons, we have then the battles
of the Marne and the Aisne ; then the fighting from the first battle
of Ypres to the battle of Loos. The French front in Champagne
and Argonne; the Eastern front in Galicia and Poland, East
Prussia, and Northern Russia are dealt with. The final chapters
refer to the Balkans, the Dardanelles, Mesopotamia, and the
Caucasus. At each opening there is a clearly drawn map, with
explanatory letterpress on the opposite page.
Large Scale Map of the Salonika Front.
(Is. net, paper; Is. 6d. net, cloth. Bacon.)
Greece, Serbia, and Bulgaria printed with great clearness, so
that every name can be read without difficulty; coloured contours,
so that levels can be seen at a glance; railways, main roads, and
frontiers clearly marked. Scale, about six miles to an inch.
Bengal, Bihar and Orissa, Sikkim. By L. S. S. O’Malley.
(6s. net. Cambridge University Press.)
This is a volume in the Provincial Geographies of India Series,
under the general editorship of Sir T. H. Holland. It is intended
for serious and adult students, and deals with the physical aspects
of the regions, the mines and minerals, the flora and forests,
administration, history, archaeology, religions, languages, agricul¬
ture, industries, and commerce. There are a number of maps and
other illustrations.
( Continued on page 160).
Nov. 1, 1917.]
THE EDUCATIONAL TIMES.
159
1917.
THE COLLEGE OF PRECEPTORS
INCORPORATED BY ROYAL CHARTER
BLOOMSBURY SQUARE, LONDON, W.C.1.
LECTURES
SCIENCE, ART, AND
FOR TEACHERS
ON THE
HISTORY OF EDUCATION
COURSE OF TWELVE LECTURES ON
THE IDEAL AND THE ACTUAL IN PRESENT DAY EDUCATION
To be delivered at The College of Preceptors, Bloomsbury Square, London, W.C.1 ., on Thursday evenings
27 September to 20 December, 1917
By JOHN ADAMS, M.A., B.Sc., LL.D., F.C.P.,
Professor' of Education in the University of London.
The Course of Lectures (the Second Course of the Forty-fifth Annual Series) began on Thursday, September 27th, at 6.30 p.m.
In view of the present educational unrest, this Course will treat the practical problems of the school in such a way as to supply teachers
with the data necessary to form just conclusions about the lines to be followed in the changed conditions that are coming. While preparing
for whatever developments may lie before them, teachers must carry on in the meantime. The lectures accordingly will take account of
things as they are, though keeping well in view the problem of how they ought to be. They will be fully illustrated throughout by
references to the teaching of all the subjects of the ordinary Course in English, Continental, and American schools.
SYLLABUS.
I. (Sept. 27.) The Ideal Teacher. — Advantages and dangers of dealing with
such subjects : the old and the new ideals : distinction between ideal teacher
and ideal human being: physical, mental, and social qualities of the ideal
teacher : hero-worship in school : the resolution of the ideal into the possible
and actual : the compensations of common-placeness : the range of responsi¬
bility for the effects of personality and its trappings.
II. (Oct. 4.) The Ideal Pupil and his Opposite. — Demands of Plato, Quin¬
tilian, Ascham, and the rest: analysis of qualities of ideal pupil: standard by
which the ideal is to be tested : the teacher’s fallacy : the actual pupil : analysis
of his defects : manipulation of his weaknesses : the importance of the common¬
place pupil : meaning of individuality, personality, and character : teacher’s
right to attempt to modify character at all.
III. (Oct. 11.) The Class. — Collective versus individual instruction: the
team an educational collective unit : the class a teaching collective unit : the
class essentially a compromise : advantages of collective presentation : dis¬
integration and integration of the class spirit : Dr. Montessori’s claim to have
rung the death knell of class teaching: size of classes: individual taught
through the class and the class through the individual : individualistic group
teaching.
IV. (Oct. 18.) Discipline. — Popular misunderstandings about nature of
discipline: the old discipline and the new: place of the “drill” principle:
mental discipline : free discipline : minimum amount of restraint essential to
satisfactory discipline : effect of school organization on discipline : self-realiza¬
tion and self-expression : freedom versus caprice : internal and external
control : the anarchic school and the school republic.
V. (Oct. 25.) The New Teaching.— Fashionable use of the term new ; in¬
variableness underlying change : changes during life of a teacher : character¬
istics of the new teaching : self-consciousness : paidocentricism : respect for
pupils’ individuality : responsibility thrown on pupils : opposition to bookish¬
ness : use of interest and anisic attention : emphasis on disintegration-beat in
class work : bias towards vocationalism tempered by belief in good all-round
education.
VI. (Nov. 8.) Textbooks and their Manipulation.— Two kinds of textbooks,
logical and psychological : textbook as authority : as an aid : reaction against
textbooks: development of lecture method : textbooks partly superseded by
pupils’ notebooks : dangers and advantages of this plan : effect of multifolding :
probable development of textbooks : skeletal forms : relation of subject
associations to new textbooks : standard type to suit different needs.
VII. (Nov. 15.) Teaching how to Study.— Effect of paidocentricism on the
work of the pupil : method of learning naturally correlated with the method of
teaching : pupils made conscious of their methods : books by V. M. McMurry
amd Dr. Lida Earhart : Rev. John Todd and William Cobbett applied to earlier
stages of study : need for freedom in applying principles : varying methods
according to temperament : residuum of unalterable principles : ultimate
responsibility of the pupil.
VIII. (Nov. 22.) Scales for Testing School Work. — General demand for
objective standards : Binet’s Ready Reckoner of Instruction and Metric Scale
of Intelligence : development of the idea so as to include many of the school
subjects : work of Thorndyke, Ayres, and Courtis : Scales in arithmetic, hand¬
writing, reading, spelling, drawing, English composition, language ability :
difficulty in applying the scales : steady advance towards a workable scale.
IX. (Nov. 29.) The School and the Home. — Effect of the new teaching on
home lessons : changing attitude of parents towards teachers : contrast with
German system: nature and limits of parental co-operation : direct instruction
versus atmosphere : the Gary plan and its reaction on relations with home :
possibility of developments of co-operative cookery : night and day use of
school buildings and its results : teachers as social workers.
X. (Dec. 6.) The Teacher and his many Masters.— Politics architectonic
to education : schoolmaster must take his orders from the statesman : hierarchy
of authorities representing the statesman : teacher’s attitude to all these autho -
rities : limits of his freedom, yet freedom within these limits : the official mind ,
! its limitations and manipulation: teacher as expert must be allowed free
scope to carry out the general instructions he receives : how to satisfy the
requirements of authorities and yet retain substantial independence.
XI. (Dec. 13.) The Educational Engineer. — The principal of scientific
management applied to teaching : introduction of a theoretical-practical man
between the pure psychologist and the “direct” teacher: functions of the
American school superintendent, and the English Director of Education.
Director of Studies, and Head Master : aim and sphere of the “ direct ’
teacher : how to minimise the evil effects of expert interference from without.
XII. (Dec. 20.) The Literature of Education. — Bad repute of teachers as
readers : the inarticulate profession : need for general as well as special
reading : the profession as raw material for literature : the literature that
deals with the subject matter and with methods : the political literature of
education : the “ Curse of Education ” type : the literature of principles :
need for guidance in selection : periodical literature : need for keeping up to
date, and how to do it.
FEES FOR ADMISSION.
Half-a-guinea for the whole Course. Two shillings for a single Lecture.
%* Members of the College have free admission to the Course.
160
THE EDUCATIONAL TIMES.
[Nov. 1, lb!7.
History's Background. Book II : The Discovery of the Americas
and the Growth of the British Empire. By J. S. Townsend
and T. Franklin. (Is. 6d. net. Johnston.)
The aim of this series of books is to provide a companion reader
to the history and geography textbooks. It is intended for upper
classes in elementary schools and lower forms in secondary schools.
This book deals with the opening up of the oceans in the fifteenth
and sixeentli centuries, with the Americas during the seventeenth
and eighteenth centuries, and with the industrial revolution in the
nineteenth century. There are numerous maps.
The Advanced Atlas of Physical and Political Geography.
By J. G. Bartholomew. (8s. 6d. net. Oxford University Press.)
A new series of maps, specially designed for schools, colleges,
and private students. There are ninety-six maps and a very full
index. The maps are very clear — remarkable value for the price.
MATHEMATICS.
Fermat's Last Theorem. By M. Cashmore. (G. Bell.)
In a little book which will ceitainly be studied with the
greatest interest by all who devote serious attention to the theory
of numbers, the author claims that he has produced a rigid proof
on elementary lines of Fermat’s celebrated “Last Theorem.”
When we consider that, since the theorem was first enunciated,
mathematicians of the calibre of Euler, Lejeune Dirichlet, and
Hummer have expended with but imperfect results both time and
labour in connexion with the subject, it will be admitted that it
would be taking a bold step to pronounce as to the validity of any
attempt at a general proof of the theorem in question, without
submitting the proposed demonstration to the closest examination.
It is hoped and believed, however, by the present writer that the
requisite critical investigation of the brief text of this small
volume will be supplied by those amply qualified to undertake
it, and, if the demonstration stand the test successfully, Mr.
Cashmore will deservedly reap the acknowledgment due to his
very noteworthy achievement. The author combines with the
main subject of his work -a discussion on tests for primes and re¬
curring decimals.
Longmans' Explicit Arithmetics for Girls. Teacher’s Series.
Book VII : For Standards VII and VIII. (Is. 6d.)
The exercises afford opportunity for the revision of commercial
arithmetic, and give a large number of examples bearing upon
domestic work and other occupations in which it is likely that girls
may be engaged.
Revision Papers in Arithmetic. By Charles Pendlebury.
(Is. Bell.)
These papers are designed for candidates preparing for the
Oxford and Cambridge Local Examinations and County Council
examinations for scholarships. There are two hundred tests, and
the answers are given on perforated leaves.
The Combinations of Observations. By David Brunt.
(8s. net. Cambridge University Press.)
The aim of this book is to give an account of the method of
least squares.
Optical Theories. Based on Lectures delivered before the Calcutta
University. By D. N. Mallik. (7s. 6d. net. Cambridge
University Press.)
Prof. Mallik traces the development of optical theories from the
earliest times to the present day. He describes how we have been
led up to the present position, and what that position really is.
Elementary Mathematics in Girls' Schools. Report of the Girls’
Schools Committee of the Mathmatical Association. (Is. net.
Bell.)
This pamphlet is a carefully prepared syllabus of the arith¬
metic, algebra, and geometry that can be attempted in girls’
schools. It has been worked out by a number of mathematical
mistresses in schools of repute.
STORY BOOKS.
Baker Secundus, and Some Other Fellows. By W. E. Cule.
(Is. 6d. net. Office of Boy’s Own Paper.)
For five evenings a group of boys from different schools, who are
brought together for a County Scholarship examination, sit in the
school hall and tell stories of their school life. The stories are
both grave and gay, and all go with a swing.
Winning the Prize. By Amy Whipple.
(Is. 6d. net. Religious Tract Society.*)
The Floyd children are left to themselves for a time • both
father and mother are away. Uncle Dick comes to look’ after
them. With the help of their neighbours they finally decide to
spend their leisure in growing vegetables for the hospital. Many
exciting adventures result from their apparently harmless occu¬
pation.
A Year of Adventure. By A. 0. Charles.
(Is. 6d. net. Religious Tract Society.)
The unexpected return of a missionary uncle from Canada brings
to the Lewis family the opportunity of a year’s adventure. Under
the uncle’s guidance the remaining time in a suburb of Birmingham
held its share of excitement. A move to Cornwall, and later to
Sweden, gives the author many opportunities of telling a good
story.
Boycotted, and other Stories. By Talbot Baines Reed.
(Is. 6d. net. Office of Boy’s Oxen Paper.)
Mr. Reed’s stories are well liked by boys and well deserve their
reputation. The present collection is varied ; there are fifteen
stories and all form good reading.
The Stolen Grand Lama. An English Boy’s Adventures in Wild
Tibet. By J. Claverdon Wood. (5s. net. Office of Boy’s
Own Paper.)
The inhabitants of Tibet are a wild and, judged by European
standards, lawless race. Their religion, culminating in the
worship of the Grand Lama, is full of mystery. The story tells
how an English child becomes the Grand Lama. There are
numerous good illustrations. A thrilling story for boys of about
twelve to fourteen years of age.
Wonder Tales from Scottish Myth and Legend. By Donald
A. Mackenzie. Illustrations by John Duncan. (6s. net.
Blackie.)
Mr. Mackenzie relates these old legends in a marvellously simple
and sympathetic style. The legends spring from the soil and the
changing seasons observed by people with genuine poetic instinct.
The illustrations are full of grace.
Mackay of the Great Lake. By C. E. Padwick. Illustrations in
colour, maps, and pictures. (3s. net. Milford.)
This is an account of the life and work of the well known
missionary in Uganda. It is written in a style calculated to
appeal to boy scouts, and is an interesting story of the early British
attempts to bring civilization to the shores of Lake Victoria
Nyanza. Mackay was a trained engineer and brought the first
steamer to the Lake.
The Book of the Happy Warrior. By Henry Newbolt.
(6s. net. Longmans.)
In this volume Sir Henry Newbolt retells old stories of chivalry
that are not easily accessible in a form to be read by boys.
Roland, Richard Cceur de Lion, St. Louis, King of France,
Robin Hood, Bertrand du Guesclin and the Black Prince, and the
Chevalier de Bayard are among the heroes whose stories are told.
There are eight coloured plates and a number of other illustrations
by Henry J. Ford.
Hill of Broom : A Guernsey Mystery. By E. E. Cowper. With
four illustrations in colour, by Elizabeth Earnshaw. (3s. 6d.
Cassell.)
A good story of an English girl who takes a post in Guernsey in
answer to an advertisement, and there finds a state of affairs that
causes her some anxiety and gives the reader some delight. The
mystery concerns a soldier suffering from shell shock who has
deserted ; it appears somewhat thin, when explained, to account
for the thrills in the book, but the reader is carried on with
interest amongst the natives of the island and the English
investigators who are determined to discover the reasons for the
queer happenings that are narrated.
My Book of Best Stories from History. Selected and retold by
Hazel Phillips Hanshew. Twelve illustrations in colour by
A. C. Michael. (6s. net. Cassell.)
A handsome volume with impressive pictures. The type is
large, and the style would make an appeal to the young reader
who has perhaps been somewhat bored by his history lessons and
who will be surprised to find that true stories of heroes of the past
can provide fascinating reading.
The British Girl’s Annual. Compiled by the Editor of Little Folks.
(5s. net. Cassell.)
This volume is no less interesting than its predecessors. It
contains a number of exciting stories by between twenty and
thirty well-known writers, in addition to a few poems and articles.
There are numerous illustrations. In bulk and style it is more
than usual value for the money.
Cassell’s Children's Annual. (3s. 6d. net. Cassell.)
A very large book with pictures on every page, many in colour,
and printed in type that can be read easily by little ones. The
stories are charming ; the book will be welcomed in the nursery.
Nov. 1, 1917.]
THE EDUCATIONAL TIMES.
161
DUSTLESS and HYGIENIC SCHOOLS
On all School, Laboratory, Library, &c., Floors and Linoleums of every description
"I
DURING EACH VACATION for Best Results.
(Regd.)
(BRITISH MADE.)
It is IMPORTANT to NOTE that ONE APPLICATION of “Dlorigene” ALLAYS the DUST and DIRT for 2 to 12 MONTHS,
according to traffic, not only during each Sweeping (without sprinkling of any kind) but also throughout all the intervening periods —
which is of greater hygienic importance. “I'lorigene” is also easily and quickly applied, and saves time and labour.
These sanitary, labour-saving, and economic advantages are NOT attained by sweeping-powders or any
Mriif ft n R D C 0 0 ■ mechanical or other method.
ltL.it HULMlLOu ■ _ Send for Particulars, Medical Reports and Testimonials, to the Sole Manufacturers :
The “DUST- ALLAYER” Co., 4 Vernon Place, Bloomsbury Square, LONDON, W.C.l.
Contractors to the Admiralty, War Office, H.M. Office of Works, Colonial Gouts., L.C.C., &c.
OUTLINE MAPS AND DRAWING COPIES.
OUTLINE
MAPS.
As Set at the Coliege of Preceptors Examinations.
The World, Thames Basin,
British Isles, Mersey Basin,
England & Wales, North Sea,
Scotland, Mediterranean,
Ireland, Europe,
Asia,
Africa,
N. America,
S. America,
Australia,
Price l|d. per Map, post free ; or
lOcl. per dozen
(alike or assorted).
DRAWING COPIES (Freehand). About 100 different subjects. Price 2|d. per copy, post free ; or 1/9 per dozen,
~ _ , _ _ _ _ , post free (alike or assorted). State whether Senior, Junior, Preliminary, or Lower required.
CARPENTER’S DRAWING BOOKS.
By CEORCE CARPENTER, late Drawing Master, Stationers’ School.
Pencilled Copies, and Easy Examples, interleaved with Tissue Paper.
Curves. Outlines of Familiar Objects.
Introduction to Perspective.
Trees. The Human Figure.
Ornament.
1/2
each Part, post free ;
or the Six Parts,
post free, for 6/6
Established
1884.
FRANCIS HODGSON, 89 Farringdon St., Ludgate Circus, E.C.4.
(Proprietor: E. HUSH VALLANCEY.)
PUBLICATIONS RECEIVED.
EDUCATION.
The Camp School. By Margaret Macmillan. Allen & Unwin,
3s. 6d. net.
Innocence and Ignorance. The Story of a Child’s Experience. By
Constance Wakeford. Routledge, Id.
The Principles of Rational Education. By Charles A. Mercier.
Mental Culture Enterprise, 2s. 9d. net.
British Boys : Their Training and Prospects. By Colonel M. J.
King-Harman. Bell, 2s. net.
W. E. Ford : A Biography. By J. D. Beresford and Kenneth
Richmond. Collins, 6s. net.
The Student’s G-uide. By John Adams. University of London
Press, 3s. 6d. net.
A Child’s Bookshelf : Suggestions on Children’s Reading, with an
annotated list of Books on Heroism, Service, Patriotism, Friend¬
liness, Joy and Beauty. By Lilian Stevenson. Student Christian
Movement, Is. 6d. net.
The Teacher’s Book of Hints that Win Success. Evans Brothers,
3s. 6d. net.
The Public School System in relation to the Coming Conflict for
National Supremacy. By V. Seymour Bryant. Preface by
Lord Rayleigh. Longmans, Is. 6d. net.
Education Reform : Being the Report of the Education Reform
Council. King, 5s. net.
Education To-Day and To-Morrow. Addresses by P. E. Matheson.
Milford, 2s. 6d. net.
Conference Papers : Papers read to the London Teachers’ Associa¬
tion at Special Conferences, February to May, 1917- 9 Fleet
Street, Is. net.
The Message, The Messenger, and the Method. By G. Currie
Martin, Effie Ryle, and J. H. Wimms. Headley, Is. net.
Public School Education and the War : An Answer to the Attack
upon Eton Education. By T. Pellatt. Duckworth, 2s. 6d. net.
The Organization of Thought : Educational and Scientific. By
A. N. AVhitehead. Williams & Norgate, 6s. net.
La Reforme de l’Education Nationale. Par Georges Piusent.
Hachette, 2 francs.
The Religious Difficulties of Children. By Edith E. Read Mumford.
Sunday School Union, 2s. net.
The Distribution and Relations of Educational Abilities. Report by
the Education Officer of the London County Council, submitting
three Preliminary Memoranda, by Cyril Burt. King, 2s. 6d.
net.
Schemes of Work and Approved Time-tables. Evans Brothers,
2s. 6d. net.
LATIN.
M. Tulli Ciceronis Pro Lege Manilia. Edited by John R. King.
Clarendon Press, 5s. 6d.
Continuous Latin Prose : With Syntax. By H. J. Dakers.
Rivingtons, 5s. 6d.
FRENCH.
La France : French Life and Ways. By G. Goubillon. Dent,
2s. 6d. net.
Oxford French Series. (1) Adrienne Lecouvreur. By Scribe and
Legonve. Edited, with Introduction and Notes, by Theodore
Ely Hamilton. (2) Le Marquis de Yillemer. By George
Sand. Edited, with Introduction and Notes, by Charles E.
Young. Milford, each 3s. net.
Le Petit Chose : Histoire d’un Enfant. Par Alphonse Daudet.
Abridged and edited with Notes, Exercises, and Vocabulary, by
Victor E. Eranqois. Ginn, 2s.
Cours de Franqais pour les Etudes Scientifiques. (Science French
Course.) Par A. G. Haltenhoff et C. Bouilly. Hachette,
3s. 6d. net.
Coeurs Russes. Par le Vte E.-M. de Vogue. Edited by Eugene
Pellissier. Macmillan, 2s. 6d.
MODERN LANGUAGES.
Language-Student’s Manual. By William R. Patterson. Kegan
Paul, 2s. net.
GERMAN.
Merkbuch : Of Everyday Words and Phrases. By Basil Readman.
Blackie, 2s. 6d. net.
The War and the Study of German. By Gilbert Waterhouse.
Hodges (Dublin), 6d.
SPANISH.
An Intermediate Spanish Reader. By E. S. Harrison. Ginn, 3s.
RUSSIAN.
Oxford Russian Plain Texts. The Queen of Spades. By Pushkin.
Clarendon Press, Is. net.
162
THE EDUCATIONAL TIMES.
[Nov. 1, 1917.
Russian Poets and Poems : “Classics” and “Modems.” With an
Introduction on Russian Versification by Mine N. Jarintzov.
Preface by Jane Harrison. Vol. I. “Classics.” Blackwell,
10s. 6d. net.
Russian Lyrics. With Notes and Vocabulary. By J. D. Duif.
Cambridge University Press, 2s. 6d. net.
Bondar’s Simplified Russian Method : Conversational and Com¬
mercial. Compiled by D. Bondar. Effingham Wilson, 5s.
net.
A Prisoner of the Caucasus. By Leo. Tolstoy. Edited by E. G-.
Underwood and Nevill Forbes. Introduction, Notes, and
Vocabulary. Clarendon Press, 2s. 6d. net.
ENGLISH.
Word-Book of the English Tongue. By C. L. D. Routledge,
Is. 6d. net.
Tales of a Wayside Inn. By H. W. Longfellow. Edited, with
Introduction and Notes, by J. H. Castleman. Macmillan,
Is. 3d. net.
Lamb’s Tales from Shakespeare. (First Series.) Edited by A. R.
Weekes. Clive, Is. 4d.
A Browning Anthology. Compiled by E. A. Forbes. Milford,
Is. 6d. net.
Tales of the Scots. Retold by Jessie Patrick Findlay. Illustrated
by Margaret Ross. Eneas Mackay (Stilling), boards, Is. ;
paper, 8d.
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